U.S. Department of Education Washington, D.C. 20202-5335
APPLICATION FOR GRANTS UNDER THE National Resource Centers and Foreign Language and Area Studies Fellowships
CFDA # 84.015A
PR/Award # P015A180146
Gramts.gov Tracking#: GRANT12660104
OMB No. , Expiration Date:
Closing Date: Jun 25, 2018
PR/Award # P015A180146 **Table of Contents**
Form Page
1. Application for Federal Assistance SF-424 e3
2. Standard Budget Sheet (ED 524) e6
3. Assurances Non-Construction Programs (SF 424B) e8
4. Disclosure Of Lobbying Activities (SF-LLL) e10
5. ED GEPA427 Form e11
Attachment - 1 (LAS_2018_GEPA_427_Statement) e12
6. Grants.gov Lobbying Form e13
7. Dept of Education Supplemental Information for SF-424 e14
8. ED Abstract Narrative Form e15
Attachment - 1 (2018_abstract) e16
9. Project Narrative Form e18
Attachment - 1 (UF_CLAS_Profile_Form) e19
Attachment - 2 (UF_CLAS_Mandatory_Narrative) e20
10. Other Narrative Form e82
Attachment - 1 (UF_CLAS_Other_Mandatory_Narrative) e83
11. Budget Narrative Form e267
Attachment - 1 (UF_CLAS_NRC_FLAS_Budgets) e268
This application was generated using the PDF functionality. The PDF functionality automatically numbers the pages in this application. Some pages/sections of this application may contain 2 sets of page numbers, one set created by the applicant and the other set created by e-Application's PDF functionality. Page numbers created by the e-Application PDF functionality will be preceded by the letter e (for example, e1, e2, e3, etc.).
Page e2 OMB Number: 4040-0004 Expiration Date: 12/31/2019
Application for Federal Assistance SF-424
* 1. Type of Submission: * 2. Type of Application: * If Revision, select appropriate letter(s): Preapplication New
Application Continuation * Other (Specify):
Changed/Corrected Application Revision
* 3. Date Received: 4. Applicant Identifier: 06/25/2018 PRO00021101
5a. Federal Entity Identifier: 5b. Federal Award Identifier:
State Use Only:
6. Date Received by State: 7. State Application Identifier:
8. APPLICANT INFORMATION:
* a. Legal Name: University of Florida
* b. Employer/Taxpayer Identification Number (EIN/TIN): * c. Organizational DUNS:
59-6002052 969663814
d. Address:
* Street1: 207 Grinter Hall
Street2: PO Box 115500 * City: Gainesville County/Parish: Alachua * State: FL: Florida Province:
* Country: USA: UNITED STATES * Zip / Postal Code: 326115500
e. Organizational Unit:
Department Name: Division Name:
Center for Latin Amer Studies Center for Latin Amer Studies
f. Name and contact information of person to be contacted on matters involving this application:
Prefix: * First Name: Stephanie Middle Name:
* Last Name: Gray Suffix:
Title: Asst Vice President for Research
Organizational Affiliation:
* Telephone Number: Fax Number: 352-392-9267
* Email: [email protected] PR/Award # P015A180146 Page e3
Tracking Number:GRANT12660104 Funding Opportunity Number:ED-GRANTS-052518-001 Received Date:Jun 25, 2018 01:37:01 PM EDT Application for Federal Assistance SF-424
* 9. Type of Applicant 1: Select Applicant Type:
H: Public/State Controlled Institution of Higher Education Type of Applicant 2: Select Applicant Type:
Type of Applicant 3: Select Applicant Type:
* Other (specify):
* 10. Name of Federal Agency:
Department of Education
11. Catalog of Federal Domestic Assistance Number:
84.015 CFDA Title:
National Resource Centers Program for Foreign Language and Area Studies or Foreign Language and International Studies Pr
* 12. Funding Opportunity Number:
ED-GRANTS-052518-001 * Title:
Office of Postsecondary Education (OPE):National Resource Centers Program CFDA Number 84.015A
13. Competition Identification Number:
84-015A2018-1 Title:
14. Areas Affected by Project (Cities, Counties, States, etc.):
Add Attachment Delete Attachment View Attachment
* 15. Descriptive Title of Applicant's Project:
US Department of Education - IFLE - National Resource Center Program and Foreign Language and Area Studies Fellowships Program
Attach supporting documents as specified in agency instructions.
Add Attachments Delete Attachments View Attachments
PR/Award # P015A180146 Page e4
Tracking Number:GRANT12660104 Funding Opportunity Number:ED-GRANTS-052518-001 Received Date:Jun 25, 2018 01:37:01 PM EDT Application for Federal Assistance SF-424
16. Congressional Districts Of:
* a. Applicant FL-003 * b. Program/Project FL-003
Attach an additional list of Program/Project Congressional Districts if needed. Add Attachment Delete Attachment View Attachment
17. Proposed Project:
* a. Start Date: 08/15/2018 * b. End Date: 08/14/2022
18. Estimated Funding ($):
* a. Federal 2,112,000.00
* b. Applicant 0.00
* c. State 0.00
* d. Local 0.00
* e. Other 0.00
* f. Program Income 0.00
* g. TOTAL 2,112,000.00
* 19. Is Application Subject to Review By State Under Executive Order 12372 Process?
a. This application was made available to the State under the Executive Order 12372 Process for review on . b. Program is subject to E.O. 12372 but has not been selected by the State for review.
c. Program is not covered by E.O. 12372.
* 20. Is the Applicant Delinquent On Any Federal Debt? (If "Yes," provide explanation in attachment.) Yes No
If "Yes", provide explanation and attach Add Attachment Delete Attachment View Attachment
21. *By signing this application, I certify (1) to the statements contained in the list of certifications** and (2) that the statements herein are true, complete and accurate to the best of my knowledge. I also provide the required assurances** and agree to comply with any resulting terms if I accept an award. I am aware that any false, fictitious, or fraudulent statements or claims may subject me to criminal, civil, or administrative penalties. (U.S. Code, Title 218, Section 1001) ** I AGREE
** The list of certifications and assurances, or an internet site where you may obtain this list, is contained in the announcement or agency specific instructions.
Authorized Representative:
Prefix: Ms. * First Name: Stephanie Middle Name:
* Last Name: Gray Suffix:
* Title: Asst Vice President for Research
* Telephone Number: Fax Number: 352-392-9267
* Email: [email protected]
* Signature of Authorized Representative: Stephanie.Gray * Date Signed: 06/25/2018
PR/Award # P015A180146 Page e5
Tracking Number:GRANT12660104 Funding Opportunity Number:ED-GRANTS-052518-001 Received Date:Jun 25, 2018 01:37:01 PM EDT U.S. DEPARTMENT OF EDUCATION OMB Number: 1894-0008 BUDGET INFORMATION Expiration Date: 08/31/2020 NON-CONSTRUCTION PROGRAMS
Name of Institution/Organization Applicants requesting funding for only one year should complete the column under "Project Year 1." Applicants requesting funding for multi-year grants should complete all University of Florida applicable columns. Please read all instructions before completing form. SECTION A - BUDGET SUMMARY U.S. DEPARTMENT OF EDUCATION FUNDS
Budget Project Year 1 Project Year 2 Project Year 3 Project Year 4 Project Year 5 Total Categories (a) (b) (c) (d) (e) (f)
1. Personnel 52,000.00 59,500.00 60,500.00 52,500.00 224,500.00
2. Fringe Benefits 7,615.00 8,036.00 8,306.00 6,146.00 30,103.00
3. Travel 118,307.00 113,186.00 110,316.00 118,326.00 460,135.00
4. Equipment 0.00 0.00 0.00 0.00 0.00
5. Supplies 14,000.00 13,000.00 14,000.00 12,000.00 53,000.00
6. Contractual 0.00 0.00 0.00 0.00 0.00
7. Construction
8. Other 30,300.00 28,500.00 29,100.00 33,250.00 121,150.00 9. Total Direct Costs (lines 1-8) 222,222.00 222,222.00 222,222.00 222,222.00 888,888.00 10. Indirect Costs* 17,778.00 17,778.00 17,778.00 17,778.00 71,112.00
11. Training Stipends 288,000.00 288,000.00 288,000.00 288,000.00 1,152,000.00 12. Total Costs (lines 9-11) 528,000.00 528,000.00 528,000.00 528,000.00 2,112,000.00 *Indirect Cost Information (To Be Completed by Your Business Office): If you are requesting reimbursement for indirect costs on line 10, please answer the following questions: (1) Do you have an Indirect Cost Rate Agreement approved by the Federal government? Yes No (2) If yes, please provide the following information:
Period Covered by the Indirect Cost Rate Agreement: From: 07/01/2015 To: 06/30/2019 (mm/dd/yyyy)
Approving Federal agency: ED Other (please specify): DHHS
The Indirect Cost Rate is 52.50 %. (3) If this is your first Federal grant, and you do not have an approved indirect cost rate agreement, are not a State, Local government or Indian Tribe, and are not funded under a training rate program or a restricted rate program, do you want to use the de minimis rate of 10% of MTDC? Yes No If yes, you must comply with the requirements of 2 CFR § 200.414(f). (4) If you do not have an approved indirect cost rate agreement, do you want to use the temporary rate of 10% of budgeted salaries and wages? Yes No If yes, you must submit a proposed indirect cost rate agreement within 90 days after the date your grant is awarded, as required by 34 CFR § 75.560. (5) For Restricted Rate Programs (check one) -- Are you using a restricted indirect cost rate that:
Is included in your approved Indirect Cost Rate Agreement? Or, Complies with 34 CFR 76.564(c)(2)? The Restricted Indirect Cost Rate is 8.00 %. PR/Award # P015A180146 ED 524 Page e6
Tracking Number:GRANT12660104 Funding Opportunity Number:ED-GRANTS-052518-001 Received Date:Jun 25, 2018 01:37:01 PM EDT Name of Institution/Organization Applicants requesting funding for only one year should complete the column under "Project Year University of Florida 1." Applicants requesting funding for multi-year grants should complete all applicable columns. Please read all instructions before completing form.
SECTION B - BUDGET SUMMARY NON-FEDERAL FUNDS
Budget Categories Project Year 1 Project Year 2 Project Year 3 Project Year 4 Project Year 5 Total (a) (b) (c) (d) (e) (f)
1. Personnel 0.00 0.00 0.00 0.00 0.00
2. Fringe Benefits 0.00 0.00 0.00 0.00 0.00
3. Travel 25,000.00 25,000.00 25,000.00 25,000.00 100,000.00
4. Equipment 0.00 0.00 0.00 0.00 0.00
5. Supplies 0.00 0.00 0.00 0.00 0.00
6. Contractual 0.00 0.00 0.00 0.00 0.00 7. Construction
8. Other 0.00 0.00 0.00 0.00 0.00 9. Total Direct Costs 25,000.00 25,000.00 25,000.00 25,000.00 100,000.00 (lines 1-8) 10. Indirect Costs 0.00 0.00 0.00 0.00 0.00
11. Training Stipends 40,000.00 40,000.00 40,000.00 40,000.00 160,000.00 12. Total Costs 65,000.00 65,000.00 65,000.00 65,000.00 260,000.00 (lines 9-11) SECTION C - BUDGET NARRATIVE (see instructions)
ED 524
PR/Award # P015A180146 Page e7
Tracking Number:GRANT12660104 Funding Opportunity Number:ED-GRANTS-052518-001 Received Date:Jun 25, 2018 01:37:01 PM EDT OMB Number: 4040-0007 Expiration Date: 01/31/2019
ASSURANCES - NON-CONSTRUCTION PROGRAMS Public reporting burden for this collection of information is estimated to average 15 minutes per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the Office of Management and Budget, Paperwork Reduction Project (0348-0040), Washington, DC 20503.
PLEASE DO NOT RETURN YOUR COMPLETED FORM TO THE OFFICE OF MANAGEMENT AND BUDGET. SEND IT TO THE ADDRESS PROVIDED BY THE SPONSORING AGENCY.
NOTE: Certain of these assurances may not be applicable to your project or program. If you have questions, please contact the awarding agency. Further, certain Federal awarding agencies may require applicants to certify to additional assurances. If such is the case, you will be notified.
As the duly authorized representative of the applicant, I certify that the applicant:
1. Has the legal authority to apply for Federal assistance Act of 1973, as amended (29 U.S.C. §794), which and the institutional, managerial and financial capability prohibits discrimination on the basis of handicaps; (d) (including funds sufficient to pay the non-Federal share the Age Discrimination Act of 1975, as amended (42 U. of project cost) to ensure proper planning, management S.C. §§6101-6107), which prohibits discrimination on and completion of the project described in this the basis of age; (e) the Drug Abuse Office and application. Treatment Act of 1972 (P.L. 92-255), as amended, relating to nondiscrimination on the basis of drug 2. Will give the awarding agency, the Comptroller General abuse; (f) the Comprehensive Alcohol Abuse and of the United States and, if appropriate, the State, Alcoholism Prevention, Treatment and Rehabilitation through any authorized representative, access to and Act of 1970 (P.L. 91-616), as amended, relating to the right to examine all records, books, papers, or nondiscrimination on the basis of alcohol abuse or documents related to the award; and will establish a alcoholism; (g) §§523 and 527 of the Public Health proper accounting system in accordance with generally Service Act of 1912 (42 U.S.C. §§290 dd-3 and 290 accepted accounting standards or agency directives. ee- 3), as amended, relating to confidentiality of alcohol and drug abuse patient records; (h) Title VIII of the Civil 3. Will establish safeguards to prohibit employees from Rights Act of 1968 (42 U.S.C. §§3601 et seq.), as using their positions for a purpose that constitutes or amended, relating to nondiscrimination in the sale, presents the appearance of personal or organizational rental or financing of housing; (i) any other conflict of interest, or personal gain. nondiscrimination provisions in the specific statute(s) under which application for Federal assistance is being 4. Will initiate and complete the work within the applicable made; and, (j) the requirements of any other time frame after receipt of approval of the awarding nondiscrimination statute(s) which may apply to the agency. application. 7. Will comply, or has already complied, with the Will comply with the Intergovernmental Personnel Act of 5. requirements of Titles II and III of the Uniform 1970 (42 U.S.C. §§4728-4763) relating to prescribed Relocation Assistance and Real Property Acquisition standards for merit systems for programs funded under Policies Act of 1970 (P.L. 91-646) which provide for one of the 19 statutes or regulations specified in fair and equitable treatment of persons displaced or Appendix A of OPM's Standards for a Merit System of whose property is acquired as a result of Federal or Personnel Administration (5 C.F.R. 900, Subpart F). federally-assisted programs. These requirements apply to all interests in real property acquired for 6. Will comply with all Federal statutes relating to project purposes regardless of Federal participation in nondiscrimination. These include but are not limited to: purchases. (a) Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of race, color 8. Will comply, as applicable, with provisions of the or national origin; (b) Title IX of the Education Hatch Act (5 U.S.C. §§1501-1508 and 7324-7328) Amendments of 1972, as amended (20 U.S.C.§§1681- which limit the political activities of employees whose 1683, and 1685-1686), which prohibits discrimination on principal employment activities are funded in whole the basis of sex; (c) Section 504 of the Rehabilitation or in part with Federal funds.
Previous Edition Usable Standard Form 424B (Rev. 7-97) Authorized for Local Reproduction Prescribed by OMB Circular A-102
PR/Award # P015A180146 Page e8
Tracking Number:GRANT12660104 Funding Opportunity Number:ED-GRANTS-052518-001 Received Date:Jun 25, 2018 01:37:01 PM EDT 9. Will comply, as applicable, with the provisions of the Davis- 13. Will assist the awarding agency in assuring compliance Bacon Act (40 U.S.C. §§276a to 276a-7), the Copeland Act with Section 106 of the National Historic Preservation (40 U.S.C. §276c and 18 U.S.C. §874), and the Contract Act of 1966, as amended (16 U.S.C. §470), EO 11593 Work Hours and Safety Standards Act (40 U.S.C. §§327- (identification and protection of historic properties), and 333), regarding labor standards for federally-assisted the Archaeological and Historic Preservation Act of construction subagreements. 1974 (16 U.S.C. §§469a-1 et seq.).
10. Will comply, if applicable, with flood insurance purchase 14. Will comply with P.L. 93-348 regarding the protection of requirements of Section 102(a) of the Flood Disaster human subjects involved in research, development, and Protection Act of 1973 (P.L. 93-234) which requires related activities supported by this award of assistance. recipients in a special flood hazard area to participate in the program and to purchase flood insurance if the total cost of 15. Will comply with the Laboratory Animal Welfare Act of insurable construction and acquisition is $10,000 or more. 1966 (P.L. 89-544, as amended, 7 U.S.C. §§2131 et seq.) pertaining to the care, handling, and treatment of 11. Will comply with environmental standards which may be warm blooded animals held for research, teaching, or prescribed pursuant to the following: (a) institution of other activities supported by this award of assistance. environmental quality control measures under the National Environmental Policy Act of 1969 (P.L. 91-190) and 16. Will comply with the Lead-Based Paint Poisoning Executive Order (EO) 11514; (b) notification of violating Prevention Act (42 U.S.C. §§4801 et seq.) which facilities pursuant to EO 11738; (c) protection of wetlands prohibits the use of lead-based paint in construction or pursuant to EO 11990; (d) evaluation of flood hazards in rehabilitation of residence structures. floodplains in accordance with EO 11988; (e) assurance of 17. Will cause to be performed the required financial and project consistency with the approved State management compliance audits in accordance with the Single Audit program developed under the Coastal Zone Management Act Amendments of 1996 and OMB Circular No. A-133, Act of 1972 (16 U.S.C. §§1451 et seq.); (f) conformity of "Audits of States, Local Governments, and Non-Profit Federal actions to State (Clean Air) Implementation Plans Organizations." under Section 176(c) of the Clean Air Act of 1955, as amended (42 U.S.C. §§7401 et seq.); (g) protection of 18. Will comply with all applicable requirements of all other underground sources of drinking water under the Safe Federal laws, executive orders, regulations, and policies Drinking Water Act of 1974, as amended (P.L. 93-523); governing this program. and, (h) protection of endangered species under the Endangered Species Act of 1973, as amended (P.L. 93- 19. Will comply with the requirements of Section 106(g) of 205). the Trafficking Victims Protection Act (TVPA) of 2000, as amended (22 U.S.C. 7104) which prohibits grant award 12. Will comply with the Wild and Scenic Rivers Act of recipients or a sub-recipient from (1) Engaging in severe 1968 (16 U.S.C. §§1271 et seq.) related to protecting forms of trafficking in persons during the period of time components or potential components of the national that the award is in effect (2) Procuring a commercial wild and scenic rivers system. sex act during the period of time that the award is in effect or (3) Using forced labor in the performance of the award or subawards under the award.
SIGNATURE OF AUTHORIZED CERTIFYING OFFICIAL TITLE
Stephanie.Gray Asst Vice President for Research
APPLICANT ORGANIZATION DATE SUBMITTED
University of Florida 06/25/2018
Standard Form 424B (Rev. 7-97) Back
PR/Award # P015A180146 Page e9
Tracking Number:GRANT12660104 Funding Opportunity Number:ED-GRANTS-052518-001 Received Date:Jun 25, 2018 01:37:01 PM EDT DISCLOSURE OF LOBBYING ACTIVITIES Approved by OMB Complete this form to disclose lobbying activities pursuant to 31 U.S.C.1352 4040-0013
1. * Type of Federal Action: 2. * Status of Federal Action: 3. * Report Type: a. contract a. bid/offer/application a. initial filing b. grant b. initial award b. material change c. cooperative agreement c. post-award d. loan
e. loan guarantee f. loan insurance 4. Name and Address of Reporting Entity:
Prime SubAwardee
* Name University of Florida * Street 1 Street 2 207 Grinter Hall PO Box 115500 * City State Zip Gainesville FL: Florida 32611-5500
Congressional District, if known: FL-003 5. If Reporting Entity in No.4 is Subawardee, Enter Name and Address of Prime:
6. * Federal Department/Agency: 7. * Federal Program Name/Description:
Department of Education Office of Postsecondary Education (OPE):National Resource Centers Program CFDA Number 84.015A
CFDA Number, if applicable: 84.015 8. Federal Action Number, if known: 9. Award Amount, if known: ED-GRANTS-052518-001 $
10. a. Name and Address of Lobbying Registrant: Prefix * First Name Middle Name NA * Last Name Suffix NA
* Street 1 Street 2 NA * City State Zip NA FL: Florida 32611-5500
b. Individual Performing Services (including address if different from No. 10a) Prefix * First Name Middle Name NA * Last Name Suffix NA * Street 1 Street 2
* City State Zip
11. Information requested through this form is authorized by title 31 U.S.C. section 1352. This disclosure of lobbying activities is a material representation of fact upon which reliance was placed by the tier above when the transaction was made or entered into. This disclosure is required pursuant to 31 U.S.C. 1352. This information will be reported to the Congress semi-annually and will be available for public inspection. Any person who fails to file the required disclosure shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.
* Signature: Stephanie.Gray *Name: Prefix * First Name Middle Name Ms. Stephanie * Last Name Suffix Gray
Title: Asst Vice President for Research Telephone No.: 352-392-9267 Date: 06/25/2018
Authorized for Local Reproduction Federal Use Only: Standard Form - LLL (Rev. 7-97)
PR/Award # P015A180146 Page e10
Tracking Number:GRANT12660104 Funding Opportunity Number:ED-GRANTS-052518-001 Received Date:Jun 25, 2018 01:37:01 PM EDT OMB Number: 1894-0005 NOTICE TO ALL APPLICANTS Expiration Date: 04/30/2020
The purpose of this enclosure is to inform you about a new be discussed in connection with related topics in the provision in the Department of Education's General application. Education Provisions Act (GEPA) that applies to applicants for new grant awards under Department programs. This Section 427 is not intended to duplicate the requirements of provision is Section 427 of GEPA, enacted as part of the civil rights statutes, but rather to ensure that, in designing Improving America's Schools Act of 1994 (Public Law (P.L.) their projects, applicants for Federal funds address equity 103-382). concerns that may affect the ability of certain potential beneficiaries to fully participate in the project and to achieve To Whom Does This Provision Apply? to high standards. Consistent with program requirements and its approved application, an applicant may use the Federal Section 427 of GEPA affects applicants for new grant funds awarded to it to eliminate barriers it identifies. awards under this program. ALL APPLICANTS FOR NEW AWARDS MUST INCLUDE INFORMATION IN THEIR APPLICATIONS TO ADDRESS THIS NEW What are Examples of How an Applicant Might Satisfy the PROVISION IN ORDER TO RECEIVE FUNDING UNDER Requirement of This Provision? THIS PROGRAM. The following examples may help illustrate how an applicant may comply with Section 427. (If this program is a State-formula grant program, a State needs to provide this description only for projects or (1) An applicant that proposes to carry out an adult literacy activities that it carries out with funds reserved for State-level project serving, among others, adults with limited English uses. In addition, local school districts or other eligible proficiency, might describe in its application how it intends applicants that apply to the State for funding need to provide to distribute a brochure about the proposed project to such this description in their applications to the State for funding. potential participants in their native language. The State would be responsible for ensuring that the school district or other local entity has submitted a sufficient section 427 statement as described below.) (2) An applicant that proposes to develop instructional materials for classroom use might describe how it will make the materials available on audio tape or in braille for What Does This Provision Require? students who are blind. Section 427 requires each applicant for funds (other than an (3) An applicant that proposes to carry out a model individual person) to include in its application a description of science program for secondary students and is the steps the applicant proposes to take to ensure equitable concerned that girls may be less likely than boys to enroll access to, and participation in, its Federally-assisted program in the course, might indicate how it intends to conduct for students, teachers, and other program beneficiaries with "outreach" efforts to girls, to encourage their enrollment. special needs. This provision allows applicants discretion in developing the required description. The statute highlights six types of barriers that can impede equitable access or (4) An applicant that proposes a project to increase participation: gender, race, national origin, color, disability, or school safety might describe the special efforts it will take age. Based on local circumstances, you should determine to address concern of lesbian, gay, bisexual, and whether these or other barriers may prevent your students, transgender students, and efforts to reach out to and teachers, etc. from such access or participation in, the involve the families of LGBT students. Federally-funded project or activity. The description in your application of steps to be taken to overcome these barriers We recognize that many applicants may already be need not be lengthy; you may provide a clear and succinct implementing effective steps to ensure equity of access and description of how you plan to address those barriers that are participation in their grant programs, and we appreciate your applicable to your circumstances. In addition, the information cooperation in responding to the requirements of this may be provided in a single narrative, or, if appropriate, may provision.
Estimated Burden Statement for GEPA Requirements
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 1.5 hours per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit (Public Law 103-382). Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or email [email protected] and reference the OMB Control Number 1894-0005.
Optional - You may attach 1 file to this page.
LAS_2018_GEPA_427_Statement.pdf Add Attachment Delete Attachment View Attachment
PR/Award # P015A180146 Page e11
Tracking Number:GRANT12660104 Funding Opportunity Number:ED-GRANTS-052518-001 Received Date:Jun 25, 2018 01:37:01 PM EDT General Education Provisions Act (GEPA) Section 427 Narrative University of Florida Center for Latin American Studies
The University of Florida
The University of Florida (UF) is committed to nondiscrimination on the basis of race, color, marital or veteran status, sex, religion, creed, national origin, political opinions or affiliations, age, or disability. This policy applies to students, faculty, and staff. The University believes in equal opportunity practices that conform to both the spirit and the letter of all laws against discrimination.
Faculty and Staff Participation
UF assures each job applicant or employee equal opportunity in all university practices, programs, policies, and procedures without regard to race, color, sex, religion, creed, national origin, marital status, political opinions or affiliations, disability, or age. This includes but is not limited to recruitment, examination, appointment, training, promotion, demotion, compensation, retention, discipline, and separation. Hiring activities of the UF Center for Latin American Studies (CLAS) are carried out under the University’s non-discrimination and equal access policies. CLAS’s programs and activities are open to all University faculty and staff.
Student Participation
There is a strong commitment to equal education for all UF students. The University strives to be aware of and sensitive to the unique needs of all students. Student needs are addressed through a lens of knowledge, awareness, and sensitivity to cultural, racial, religious, ethnic, and disability diversity. UF provides substantial support services to minority students and students with disabilities to ensure that they are able to successfully participate in all aspects of campus life.
Recruitment and retention of all students is important. UF provides numerous programs to assist students in adapting to college life. Examples include the University Minority Mentors Program, which pairs incoming minority freshmen with specific faculty mentors, the Machen Florida Opportunity Scholars Program focusing on first generation student support, Multicultural and Diversity Affairs with its 5 focus areas (Institute of Black Culture; Institute of Hispanic-Latino Cultures; Lesbian, Gay, Bisexual, Transgender, and Queer Affairs; Asian Pacific Islander American Affairs; and Intercultural Engagement), the Cycles of Success Program, which creates links between experienced undergraduates and incoming new students, and the Presidential Scholarships, which financially assists outstanding incoming minority students.
Support services for disabled students, coordinated by the UF Disability Resource Center, are individualized to meet the students’ needs. A textbook recording program provides academic textbooks in audio format to assist students with print-related disabilities. Students with learning disabilities are given additional assistance and in-class support to ensure they are able to successfully participate in their classes. Lectures may be recorded and transcribed to assist students with hearing disabilities. All university structures allow access to physically disabled people.
Center Activities
CLAS’s programs and activities are open to all UF students, faculty, and staff. Outreach activities are open to the public. CLAS’s activities conform to UF rules and regulations, ensuring equitable access and participation. In addition, care has been taken to create a broad-based advisory board with effective representation of women and minority groups. Selection mechanisms for funding opportunities are also designed to promote access and broad participation, especially among traditionally underrepresented groups.
PR/Award # P015A180146 Page e12 CERTIFICATION REGARDING LOBBYING
Certification for Contracts, Grants, Loans, and Cooperative Agreements
The undersigned certifies, to the best of his or her knowledge and belief, that:
(1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of an agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement.
(2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its instructions.
(3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.
Statement for Loan Guarantees and Loan Insurance
The undersigned states, to the best of his or her knowledge and belief, that:
If any funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this commitment providing for the United States to insure or guarantee a loan, the undersigned shall complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its instructions. Submission of this statement is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required statement shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.
* APPLICANT'S ORGANIZATION
University of Florida
* PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE
Prefix: Ms. * First Name: Stephanie Middle Name:
* Last Name: Gray Suffix:
* Title: Asst Vice President for Research
* SIGNATURE: Stephanie.Gray * DATE: 06/25/2018
PR/Award # P015A180146 Page e13
Tracking Number:GRANT12660104 Funding Opportunity Number:ED-GRANTS-052518-001 Received Date:Jun 25, 2018 01:37:01 PM EDT OMB Number: 1894-0007 U.S. DEPARTMENT OF EDUCATION Expiration Date: 09/30/2020 SUPPLEMENTAL INFORMATION FOR THE SF-424
1. Project Director:
Prefix: First Name: Middle Name: Last Name: Suffix:
Philip J Williams
Address:
Street1: 319 Grinter Hall
Street2: Box 115530
City: Gainesville County:
State: FL: Florida Zip Code: 326115530
Country: USA: UNITED STATES
Phone Number (give area code) Fax Number (give area code)
352-273-4703 352-392-7682 Email Address:
2. Novice Applicant:
Are you a novice applicant as defined in the regulations in 34 CFR 75.225 (and included in the definitions page in the attached instructions)? Yes No Not applicable to this program
3. Human Subjects Research:
a. Are any research activities involving human subjects planned at any time during the proposed Project Period?
Yes No
b. Are ALL the research activities proposed designated to be exempt from the regulations?
Yes Provide Exemption(s) #: 1 2 3 4 5 6 No Provide Assurance #, if available:
c. If applicable, please attach your "Exempt Research" or "Nonexempt Research" narrative to this form as indicated in the definitions page in the attached instructions.
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PR/Award # P015A180146 Page e14
Tracking Number:GRANT12660104 Funding Opportunity Number:ED-GRANTS-052518-001 Received Date:Jun 25, 2018 01:37:01 PM EDT Abstract The abstract narrative must not exceed one page and should use language that will be understood by a range of audiences. For all projects, include the project title (if applicable), goals, expected outcomes and contributions for research, policy, practice, etc. Include population to be served, as appropriate. For research applications, also include the following: · Theoretical and conceptual background of the study (i.e., prior research that this investigation builds upon and that provides a compelling rationale for this study) · Research issues, hypotheses and questions being addressed · Study design including a brief description of the sample including sample size, methods, principals dependent, independent, and control variables, and the approach to data analysis.
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PR/Award # P015A180146 Page e15
Tracking Number:GRANT12660104 Funding Opportunity Number:ED-GRANTS-052518-001 Received Date:Jun 25, 2018 01:37:01 PM EDT Abstract University of Florida Center for Latin American Studies
The Mission of the University of Florida (UF) Center for Latin American Studies (CLAS) is to advance knowledge about Latin America and the Caribbean (LAC) and its peoples throughout the Hemisphere, and to enhance the scope and quality of research, teaching, and outreach in Latin American, Caribbean and Latino Studies at UF.
OVERVIEW OF PROPOSED PROGRAM ACTIVITIES IN 2018-2022
Goal 1: Expand interdisciplinary research and training initiatives in new and emerging areas: CLAS promotes cutting-edge interdisciplinary research and training programs that bring together faculty and graduate students from across colleges and professional schools to focus on Latin American and Caribbean issues. With this proposal CLAS will develop new initiatives representing diverse perspectives through three interdisciplinary working groups in emerging areas of strength (Latin American Arts and Art History, Afro-Latin American Studies, and Human Rights and Indigenous Politics), and new institutional collaborations in Colombia, Cuba, and Paraguay (NRC Absolute Priority 1)
Goal 2: Enhance area studies and language competencies of students, especially from underrepresented groups: In 2016-17, UF offered over 400 LAC area studies and language courses with a total enrollment of 20,251 and graduated 2,224 students with 15 or more hours of course work in LAS. UF offers robust instruction in Spanish, Portuguese, and Haitian Creole. With this proposal, CLAS will prioritize expanding area studies and language training for underrepresented students through the development of a new Research Tutorial Abroad program and a field school in Galapagos; new online and technology-enhanced area studies and LCTL courses; new pipeline courses in Portuguese and instructional resources for Haitian Creole; and the expansion of career placement efforts in areas of national need (NRC Absolute Priority 1). In the new Title VI grant cycle, we remain committed to awarding more than 25% of our AY FLAS fellowships to support undergraduate and graduate study of Brazilian Portuguese, Haitian Creole, and other LAC-related LCTLs (FLAS Competitive Preference Priority 2). When selecting among high-merit finalists, FLAS selection committees will prioritize applicants with financial need and from underrepresented groups (FLAS Competitive Preference Priority 1).
Goal 3: Build capacity of K-12 education through LAC-enhanced pre-service and in- service training, and increased engagement with schools: CLAS offers dynamic outreach activities that impact educators through collaboration with professional associations, a resource lending library, and workshops and conference presentations. With this proposal CLAS will strengthen its collaboration with UF’s College of Education by working together to integrate children’s literature into pre-service education literacy courses and to develop an LAS Curriculum Guide for K-12 teachers (NRC Competitive Preference Priority 2). CLAS will also offer a summer teacher institute focused on Latin American education and social issues, and expand its virtual guest expert program (NRC Absolute Priority 2).
Goal 4: Strengthen collaboration with Minority-Serving Institutions and community colleges: CLAS will strengthen its partnerships with Minority-Serving Institutions and
PR/Award # P015A180146 Page e16 community colleges in Florida and Georgia, and develop a new collaboration with the University of Puerto Rico to support area-studies through professional and curriculum development activities (NRC Competitive Preference Priority 1).
Goal 5: Expand LAC outreach to business, media, and the general public: CLAS’s exceptionally strong outreach program with a full-time outreach director held 184 outreach events in 2016-17, with 17,887 participants. With this proposal, CLAS will expand its outreach activities with community-based organizations, the media, business associations, and chambers of commerce in the region.
PR/Award # P015A180146 Page e17 Project Narrative File(s)
* Mandatory Project Narrative File Filename: UF_CLAS_Profile_Form.pdf
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PR/Award # P015A180146 Page e18
Tracking Number:GRANT12660104 Funding Opportunity Number:ED-GRANTS-052518-001 Received Date:Jun 25, 2018 01:37:01 PM EDT FY 2018 PROFILE FORM
NATIONAL RESOURCE CENTERS │CFDA 84.015A FOREIGN LANGUAGE AND AREA STUDIES FELLOWSHIPS│CFDA 84.015B (www.Grants.gov Part III/Other Attachments Form)
Type of Application (check all that apply) X Comprehensive National Resource Center Undergraduate National Resource Center X Foreign Language and Area Studies Fellowships
Federal Funds Requested NRC Request Year 1: __$240,000___Year 2: _$240,000___Year 3: _$240,000___Year 4: _$240,000______
FLAS Request Year 1: _$288,000___Year 2: _$288,000____Year 3: _$288,0000___Year 4:_$288,0000____
Type of Applicant X Single institution _University of Florida Center for Latin American Studies______ Consortium of institutions Lead ______ Partner 1 ______ Partner 2 ______ Partner 3 ______
NRC (Center, Institute, Program) Focus An application may focus on a single country or on a world area or on international studies or the international aspects of contemporary issues or topics (see 34 CFR Part 656, §656.4)
AFRICA MIDDLE EAST CANADA PACIFIC ISLANDS EAST ASIA/PAN ASIA RUSSIA, EASTERN EUROPE, EURASIA EUROPE SOUTH ASIA INTERNATIONAL SOUTHEAST ASIA X LATIN AMERICA and the CARIBBEAN WESTERN EUROPE
FLAS-eligible Languages: These are the languages for which students may apply for FLAS fellowships (now), because the institution is either using a program of performance-based training or developing a performance-based training program. Brazilian Portuguese and Haitian Creole
PR/Award # P015A180146 Page e19 2018 – 2022 Application Package
Center for Latin American Studies University of Florida
U.S. Department of Education – IFLE
National Resource Center Program CFDA # 84.015A & Foreign Language and Area Studies Fellowships Program CFDA # 84.015B
PR/Award # P015A180146 Page e20
University of Florida Center for Latin American Studies Table of Contents
Federal Forms, Assurances, and Certifications SF-424 SF-424 Supplemental SF-424B Non-Construction Programs Budget Form ED 524 ED 524 Section A: Budget Summary ED 524 Section C: Detailed Budget SF-LLL Lobbying Disclosure Form Certification Regarding Lobbying GEPA Section 427 Statement
Other Required Documents NRC and FLAS Applicant Profile (World Area, Type of Application, FLAS-eligible languages)
Abstract Acronyms List Narrative Criterion A: CLAS Programming and Planning ...... 1 A.1. Quality and Purpose of NRC Request…………………………...... 1 Goal 1: Expand Interdisciplinary Research and Training Initiatives in New Emerging Areas…………………………………………………………...1 Goal 2: Enhance Area Studies and Language Competencies of Students, Especially from Underrepresented Groups………………………………..3 Goal 3: Build Capacity of K-12 Education through LAC-enhanced Pre-Service and In-Service Training, and Increased Engagement with Schools……...... 5 Goal 4: Strengthen Collaboration with Minority-Serving Institutions and Community Colleges……………………………………………………...... 6 Goal 5: Expand LAC outreach to Business, Media, and the General Public…….…7 A.2. Development Plan and Program Timeline ...... 8 A.3. Cost Effectiveness………………………………………………………………...... 8 A.4. Long-term Impact……………………………………………………………….….9
Criterion B: Quality of LAS Staff Resources ...... 9 B.1. Quality of Teaching Faculty and Staff ...... 9 Professional Development Opportunities for Faculty and Staff ...... 11 Faculty Commitment to Training and Advising ...... 11 B.2 Staffing and Program Oversight...... 12 B.3. Diversity and Non-Discrimination ...... 13
Criterion C: CLAS Impact and Evaluation...... 13 C.1. Impact on the University, Community, Region and Nation ...... 13 C.2. Addressing National Needs and Disseminating Information ...... 15 C.3. Equal Access and Treatment of Students ...... 15 C.4. Evaluation Plan...... 16 Use of Recent Evaluations………………………………………………………...19 C.5. Student Placement…………………………………………………………………20 C.6. FLAS Impact and Placement……………………………………………………...20 C.7. FLAS Fellowships and National Needs…………………………………………...21
Criterion D: UF Commitment to Latin American Studies ...... 21 D.1. Institutional Support for LAS and Operation of Center ...... 21 Teaching Staff Support……………………………………………………………22
PR/Award # P015A180146 University of Florida | Table of Contents 1 Page e21
Library Support…………………………………………………………………....22 International Linkages……………………………………………………………..23 Outreach Activities………………………………………………………………...23 Qualified Students in Related Fields………………………………………………23 Financial Support to Students……………………………………………………..23
Criterion E: Strength of LAS Library ...... 24 E.1. Overview...... 24 E.1(a) Strength of Library Holdings……………………………………………………...24 Institutional Library Support ...... 25 E.1(b) Library Access and Collaborative Activities……………………………………...25
Criterion F: Quality of Non-Language Instructional Program ...... 27 F.1. Course Offerings ...... 27 F.2. Interdisciplinary Course Offerings ...... 28 F.3. Area Studies Faculty and Teaching Assistants ...... 29 F.4. Depth of Specialized Courses……………………………………………………..29
Criterion G: Quality of LAS Language Instructional Program ...... 30 G.1. Instruction and Enrollment in Latin American Languages ...... 30 G.2. Levels of Language Instruction ...... 30 Language Across the Curriculum…………………………………………………31 G.3. Language Faculty ...... 32 Pedagogy Training for Proficiency-Oriented Instruction…………………………33 G.4. Quality of Language Programs……………………………………………………34 Adequacy of Resources…………………………………………………………...34 Proficiency Requirements………………………………………………………...35
Criterion H: Quality of Curriculum Design ...... 35 H.1. Undergraduate Instruction and Training ...... 36 H.2. Academic and Career Advising ...... 36 H.3. Graduate Training Options ...... 38 H.4. Study Research Abroad ...... 40 Graduate Student Research Funding………………………………………………41
Criterion I: LAS Outreach Activities ...... 41 I.1. Overview ...... 41 I.1(a) Elementary and Secondary Schools ...... 42 I.1(b) Postsecondary Institutions ...... 43 I.1(c) Business, Media, and the General Public ...... 45
Criterion J: FLAS Awardee Selection Procedures ...... 47 J.1. FLAS Advertisement ...... 47 J.2. FLAS Application and Selection Process ...... 48 J.3. FLAS Fellowship Request ...... 49
Criterion K: Competitive Preference Priorities ...... 49
Description of Diverse Perspectives and Government Service in Areas of National Need..……..1-1 Diverse Perspectives and Wide Range of Views in Funded Activities………………………1-1 Government Service in Areas of National Need and Other Employment Sectors…………...1-2
Appendix A: Faculty Biographical Information ...... A1 CV Table of Contents ...... 1 CLAS Director ...... A1 Faculty………………………………………………………………………… ………...A2-A95 Staff……………………………………………………………………………………A95-A101
PR/Award # P015A180146 University of Florida | Table of Contents 2 Page e22
Appendix B: Position Descriptions ...... B1 Position I………………………………………………………………………………………B1 Position II……………………………………………………………………………………...B2 Position III……………………………………………………………………………………..B3 Position IV……………………………………………………………………………………..B4 Position V……………………………………………………………………………………...B5
Appendix C: Course List ...... C1 Course List Table of Contents ...... 1 Course List……………………………………………………………………………….C1–C49
Appendix D: Performance Measures Form……………………………………………………..D1–D5
Appendix E: Timeline……………………………………………………………………………...E1-E2
Appendix F: Letters of Support…………………………………………………………………..F1–F6
PR/Award # P015A180146 University of Florida | Table of Contents 3 Page e23
Acronyms List
PR/Award # P015A180146 Page e24 Acronym List
AA: Americas Award AAU: Association of American Universities ACTFL: American Council on the Teaching of Foreign Languages AFL-CIO American Federation of Labor and Congress of Industrial Organizations AOTP: American Organization of Teachers of Portuguese AY: Academic Year BCU: Bethune-Cookman University BFREE: Belize Foundation for Research and Environmental Education BMI: Brazilian Music Institute CALICO: Computer Assisted Language Instruction Consortium CAPES: Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Brazil’s Post-Graduate Education Agency) CASLS: Center for Applied Second Language Studies CC: Club Creole CELPE-Bras Brazilian Certificate of Portuguese Proficiency for Foreigners CIAT: Centro Internacional de Agricultura Tropical (International Center for Tropical Agriculture) CIBER: Center for International Business Education and Research CITN: Collaborative International Teaching Network CLAS: Center for Latin American Studies at the University of Florida CLASP: Consortium of Latin American Studies Programs CNPq: Conselho Nacional de Desenvolvimento Científico e Tecnológico (Brazil’s National Council for Scientific and Technological Development) COE: College of Education COLFUTURO: Fundación para el Futuro de Colombia (Foundation for Colombia’s Future) CONACYT: Consejo Nacional de Ciencia y Tecnología de Mexico (Mexico’s National Council of Science and Technology) CONICYT: Comisión Nacional de Investigación Científica y Tecnológica de Chile (Chile’s National Commission for Scientific and Technological Research) DLOC: Digital Library of the Caribbean FAC: Faculty Advisory Council FAFSA: Free Application for Federal Student Aid FAMU: Florida Agricultural and Mechanical University FBLI: Florida-Brazil Linkage Institute FIU: Florida International University FL Florida FLAC: Foreign Languages across the Curriculum FLAS: Foreign Language and Area Studies FTE: Full Time Equivalent FY: Fiscal Year GEPA: General Education Provisions Act GTLI: Global Teacher Leadership Institutes HBCU: Historically Black College and Universities IDIPAR: Idiomas in Paraguay (Paraguayan Language School) IDS: Interdisciplinary Studies Program IPEDS: Integrated Postsecondary Education Data System
PR/Award # P015A180146 University of Florida │ Acronym List 1 Page e25 Acronym List
IS: International Studies IU: Indiana University LA: Latin America LABE: Latin American Business Environment Program LABER: Latin American Business Environment Report LAC: Latin America and Caribbean LACC: Latin American and Caribbean Collection LAMP: Latin American Materials Project LARRP: Latin Americanist Research Resources Project LAS: Latin American Studies LASA: Latin American Studies Association LCTL: Less Commonly Taught Language LLC: Languages, Literatures and Cultures Department LLMC: Law Library Microform Consortium LRC: Language Resource Center LSP: Language for Specific Purposes MALAS: Master of Arts in Latin American Studies MCDA: Office of Multicultural and Diversity Affairs MDP: Master’s in Development Practice MSI: Minority-Serving Institution NOBLE: Network of Business Language Educators NGO: Non-governmental Organization NRC: National Resource Center NSF: National Science Foundation OAS: Organization of American States OIPR: Office of Institutional Planning and Research OPS: Other Personal Services (Temporary Employment Position at University of Florida) PMF: Performance Measure Form QEP: Quality Enhancement Plan RTA: Research Tutorial Abroad program SALALM: Seminar on the Acquisition of Latin American Library Materials SDP: Sustainable Development Practice SENACYT: Secretaría Nacional de Ciencia, Tecnología e Innovación de Panamá (Panama’s National Secretary of Science, Technology and Innovation) SENESCYT: Secretaría Nacional de Educación Superior, Ciencia, Tecnología e Innovación de Ecuador (Ecuador’s National Secretary of Higher Education, Science, Technology and Innovation) SERU: Student Experience in the Research University SLOs: Student Learning Outcome(s) SPS: Spanish and Portuguese Studies Department STEM: Science, Technology, Engineering, and Math SUNY: State University of New York TA: Teaching Assistant TCD: Tropical Conservation & Development UF: University of Florida
PR/Award # P015A180146 University of Florida │ Acronym List 2 Page e26 Acronym List
UFIC: University of Florida International Center UG: Undergraduate Student US: United States USAID: United States Agency for International Development VAuLT: Virtual and Augmented Language Training
PR/Award # P015A180146 University of Florida │ Acronym List 3 Page e27
Narrative
PR/Award # P015A180146 Page e28 Criterion A: CLAS Program Planning and Budget
A.1. Quality and Purpose of NRC Request: Our proposed NRC activities are of high-quality and impact, designed to advance the success of our five project goals, and fulfill Title VI objectives to strengthen recognized centers of excellence in world languages and area studies. The proposed program resulted from a strategic planning process conducted during a UF Center for Latin
American Studies (CLAS) faculty retreat in spring 2017. Center-based and affiliate faculty from across campus developed ideas and weighed priorities for new research and training initiatives, study abroad programs, institutional linkages, and outreach activities, as well as for expanded language and area studies courses. The funding of this proposal will allow CLAS to strengthen its impact by augmenting high-quality existing programs and supporting exciting new initiatives.
Although the four-year project rests on a firm foundation of UF institutional support (Table D.1), the initiatives below would not be possible at the proposed levels without Title VI support.
Goal 1: Expand interdisciplinary research and training initiatives in new and emerging areas:
Latin American Arts and Art History Working Group: To galvanize the growing number of
CLAS affiliate faculty in the College of the Arts, we will support an interdisciplinary working group (Years 1 and 2) to develop initiatives including arts immersion study abroad programs, new interdisciplinary courses, and programming for the Center’s annual conference in Year 4
(Budget E.53). Afro-Latin American Studies Scholars Working Group: In Year 1 funds will support the International Workshop on Afro-Latin American Studies, (NRC Absolute Priority
1), designed to complement a new cross-campus Intersections initiative on “Global Blackness” and to strengthen partnerships between Afro-Latin American and Caribbean researchers (Budget
E.50). Human Rights and Indigenous Politics Working Group: Building on our new faculty hire in Human Rights, Peace, and Justice, and a new indigenous studies specialization in the Master’s
PR/Award # P015A180146 University of Florida | Narrative 1 Page e29 in Latin American Studies (MALAS) degree, we will collaborate with the University of Arizona to organize a workshop series with Latin America and Caribbean (LAC) and US-based scholars and activists representing diverse perspectives on issues related to indigenous rights, environmental justice, and the Inter-American System (Absolute Priority 1). These workshops will complement our 2020 annual conference (Budget E.53). Institutional Linkages: Building on previous Cuba linkage initiatives, CLAS will develop new collaborations with the Bibloteca
Nacional de Cuba José Martí, the Fundación Antonio Nuñez Jiménez, and the Hebrew Cultural
Center focused on historical conservation and digitization of rare materials (Budget C.20). As part of the Land Grant Universities Colombia Consortium, we will develop new interdisciplinary research collaborations and exchanges with Colombian institutions focused on post-conflict rural development (Budget C.20). We will also work with partners at IDIPAR and Universidad
Nacional de Asunción in Paraguay (Years 3 and 4) to promote indigenous cultures and develop a
FLAS-approved summer language program in Guarani. Annual Conferences/workshops: Grant funds will support the Center’s highly successful annual conference (Budget E.53) with planned themes: Year 1: “Jews and the Americas,” Year 2: “Pachamama: Contemplating Diversity and
Ancestry in Latin America,” Year 3: “Ethnographic Horizons of the Americas,” and Year 4:
“Exploring Latin American Arts across Time and Space.” Related events (new courses, guest speakers, outreach activities) including diverse perspectives will be linked to each annual conference (Absolute Priority 1). In collaboration with the College of Law, CLAS will support the Law and Policy in the Americas conference (Budget C.23) that brings together LAC and US- based scholars and government leaders of diverse perspectives to discuss issues including rule of law and transitional justice (Absolute Priority 1). Faculty Professional Development: CLAS will support area studies and language faculty professional travel to conferences and for
PR/Award # P015A180146 University of Florida | Narrative 2 Page e30 international research collaboration (Budget C.21/C.26).
Goal 2: Enhance area studies and language competencies of students, especially from underrepresented groups (Absolute Priority 1): FLAC course offerings and LCTLs: CLAS will offer grants for faculty to develop three-credit FLAC courses in Spanish or Portuguese (Budget
C.51). We request support for a collaborative initiative with Indiana University and Florida
International University to develop a ten-credit hour Haitian Creole Beginners Textbook that IU
Press has agreed to publish, a corresponding public access website, and online Haitian Creole courses for distance learners to be offered through UF Online (Budget A.3). Support for two
Haitian Creole instructors to teach introductory courses will allow our tenure-track Haitian
Creole faculty member to teach intermediate courses (Budget A.2). We request support for an instructor to offer Portuguese pipeline courses each semester at Santa Fe Community College
(Budget A.1). We will designate one summer FLAS fellowship each year for students from Santa
Fe or other community colleges/MSIs to attend our UF in Rio program (Absolute Priority 1 and
NRC Competitive Preference Priority 1).
CLAS supports LCTL initiatives in instructor training, proficiency evaluation, and materials development and requests funds for UF’s LCTL instructors to attend related workshops
(Budget E.58). CLAS will support the new VAuLT (Virtual and Augmented Language Training) initiative, a collaboration with the University of Oregon’s Center for Applied Second Language
Studies, to sponsor two Pedagogical Summer Design Challenges to create and promote modules for Haitian Creole and Portuguese (Budget E.60 and A.4). CLAS will also continue to support
Portuguese through the publication of the Portuguese Language Journal (Budget E.59).
Study Abroad and Area Studies: CLAS will increase efforts to recruit more underrepresented students into the Latin American Studies (LAS) undergraduate minor, certificate, and study
PR/Award # P015A180146 University of Florida | Narrative 3 Page e31 abroad programs. We will initiate a new Research Tutorial Abroad program (RTA) that provides opportunities for faculty to bring underrepresented undergraduate students to their LAC field sites to participate in primary research (Budget E.62). We also will support the development of a new field school in the Galapagos in collaboration with the Universidad San Francisco de Quito, offering tracks in archeology, public health, and sustainable tourism (Budget E.63). Together with the College of Business, we will develop a new internship program in Campeche, Mexico.
To encourage faculty to develop additional study abroad opportunities, CLAS will offer study abroad development grants (Budget E.64). Virtual Exchange/Online Area Studies Course
(Budget E.51-52): We propose a new initiative to develop a Collaborative International Teaching
Network (CITN) using Virtual Exchange in LAS course design to connect students and faculty across national borders and campuses to engage in asynchronous and synchronous project-based activities that examine global issues and problem-solving from diverse perspectives (Absolute
Priority 1). CLAS also proposes to support the development of online upper division undergraduate LAS courses for UF Online, thereby increasing access for non-traditional students, and for online graduate LAS courses towards the development of an online graduate
LAS certificate program. New certificate and specialization programs: In collaboration with the
College of Journalism and Communication, we will develop a new Spanish Language Journalism undergraduate certificate program incorporating language, area studies, and journalism courses
(Budget E.51). Together with the College of Education (COE), we will develop a new education specialization within the MALAS program (NRC Competitive Preference Priority 2).
Undergraduate and graduate career placement (Absolute Priority 1): To increase the probability that UF graduates will pursue careers in areas of national need, CLAS will sponsor a series of
Latin American Career Workshops in collaboration with MCDA, professional schools, and the
PR/Award # P015A180146 University of Florida | Narrative 4 Page e32 Career Resource Center (Budget E.56), and support LAC-based development practitioners to advise students in our undergraduate and graduate programs about careers in international development (Budget E.55). We will collaborate with the UF International Center during
International Education Week each year to showcase LAC studies across campus (Budget E.54).
Goal 3: Build capacity of K-12 education through LAC-enhanced pre-service and in-service training, and increased engagement with schools (Absolute Priority 2, NRC Competitive
Priority 2): K-12 Teacher Training and Outreach. The three UF NRCs propose a new initiative that will encourage COE faculty to integrate children’s literature from across world regions into pre-service education literacy courses, and connect with K-12 schools by acquiring classroom sets of global books and by facilitating live and virtual visits by authors and other experts on global themes (Budget E.31). CLAS will continue to support the Americas Award for Children’s
Books and an annual webinar series promoting the use of global children’s books from all world regions. In collaboration with COE, we will offer a Global Studies for Educators course each year. CLAS will also collaborate on K-12 outreach with other NRCs through support for teacher workshops and presentations at LASA and the National Council for Social Studies (Budget
E.37). To build a network of “global educators” in Florida, CLAS will continue to partner with global non-profits, other UF NRC’s, COE, and Florida school districts to organize an annual one-day Global Education Conference: “Florida Globally Connected” (Budget E.34).
CLAS will conduct teacher trainings annually on how to incorporate LAS modules into
K-12 curriculum in a variety of formats at school district offices or in conjunction with state, regional, and national teacher meetings. During this grant cycle, CLAS aims to strengthen its outreach to social studies and language arts teachers. We request travel funds for CLAS’s outreach director and for K-16 educators and expert faculty to participate in workshops, as well
PR/Award # P015A180146 University of Florida | Narrative 5 Page e33 as professional service fees for faculty presenters (Budget C.25/A.6). As we increase our collaborations with COE, we request partial support for a COE graduate assistant who will support new curriculum and assessment initiatives, including the development of a LAS
Curriculum Guide (Budget A.5/E.35). CLAS will enhance its traveling suitcase program with virtual guest visits to classrooms featuring US and LAC-based faculty experts (Budget E.32). We also request support for materials for the Lending Library (Budget D.29).
Building on our successful Global Teacher Leadership Institutes (GTLI), CLAS will offer an eight-day summer teacher institute on LAC education, social issues, and culture every other year in Costa Rica and Mexico (Budget E.33). The Center continues its Network of Business
Language Educators (NOBLE) initiatives through curriculum development that connects language, culture and the professions. NOBLE provides support for Florida schools and community colleges interested in internationalizing the curriculum at their career academies and school-to-work programs (NRC Competitive Priority 1) (Budget E.40).
Goal 4: Strengthen collaboration with Minority-Serving Institutions and community colleges
(NRC Competitive Priority 1): Much of CLAS’s postsecondary outreach occurs through conferences, lectures, and symposia on UF’s campus. To reach beyond UF and promote the integration of LAC content at community colleges and MSIs, CLAS will support workshops to be held at HBCUs Florida Agricultural and Mechanical University (FAMU) and Bethune
Cookman, and MSI Palm Beach State College (Budget E.41). CLAS will also support faculty from these institutions to travel to UF for CLAS’s annual conference and to the Global Studies
Conference on National Resource Center, Community College and MSI Collaboration (Budget
E.38). To expand our impact in Southeastern U.S., CLAS will collaborate with other UF NRCs and the Nine University and College International Studies Consortium of Georgia to organize
PR/Award # P015A180146 University of Florida | Narrative 6 Page e34 annual workshops on rotating themes and world regions (Budget E.42). CLAS will also lead a new collaboration initiative with MSI, University of Puerto Rico, to support area-studies through professional and curriculum development activities in partnership with UF Center for European
Studies and other CLASP institutions (Budget E.43).
We will expand the reach of our week-long Brazilian Music Institute (BMI) by working with the New School World of the Arts (a partnership of Miami-Dade County Public Schools,
Miami Dade College, and UF) to offer the BMI in Miami (Budget E.39).
Goal 5: Expand LAC outreach to business, media, and the general public: CLAS will work with community-based organizations to reach the general public. We will continue to co-sponsor the growing Latin American Film Festival and related events each fall semester in cooperation with the Gainesville-based Latina Women’s League (Budget E.44), and will partner with UF’s
Harn Museum on one Latin American-themed Museum Nights per year and the “World to
Come” exhibit in Year 1 (Budget E.46-47). In Years 1 and 3, we will co-sponsor Bulla Cubana, a month-long series of community events highlighting Cuban culture (Budget E.46).
To strengthen impacts of CLAS business initiatives, we request funding to publish the annual Latin American Business Environment Report and support travel as we organize seminars in partnership with Florida Chambers of Commerce to expand dissemination of the report and general information on LAC business (Budget A.8/E.45a). CLAS will collaborate with UF NRCs to globalize technology-focused and entrepreneurial businesses through speaker events and workshops in the Gainesville and North Central Florida region (Budget E.45b). Sponsorship of the WUFT Noticias Spanish language radio program will raise the visibility of CLAS through featured content on Latin American issues in newly innovated multi-media formats (Budget
E.48). Finally, we request partial support for general publicity efforts (Budget D.28).
PR/Award # P015A180146 University of Florida | Narrative 7 Page e35 CLAS will support its successful library travel grant program for scholars to conduct research in the UF Latin American and Caribbean collection (NRC Competitive Priority 1)
(Budget E.61). We request funding for librarians to attend professional meetings and to acquire new materials (Budget C.22/24). To improve access to unique holdings, we also request support for scanning and digitization of materials, with a focus on Caribbean collections (Budget A.7).
A.2. Development Plan and Program Timeline: Following the 2017 LAS faculty retreat, the
Center’s Director, Associate Directors, and Assistant Director consulted with key stakeholders to work out details of the program plan and to formulate the budget and timeline. CLAS worked with Senior Program Evaluator (Rajeeb Das) to carefully review past evaluations, personnel, and financial resources required to carry out proposed activities and to link these activities to our
NRC project goals, outputs, and intended outcomes. In the long-term, CLAS’s program plan is meant to have significant impact on the scope and quality of LAC research, teaching, and outreach at UF. The Performance Measure Form and Timeline (Appendix D&E) provide additional detail on the planned activities and targets and how they will contribute to a strengthened program over time.
CLAS’s effectiveness in achieving the proposed plan is enhanced through institutional resources (Table D.1), partnerships with other NRCs, Florida-based public and private institutions, and the large number of international agreements. Moreover, the size and quality of
CLAS’s faculty and administrative staff (Table B.1), in addition to coordination with faculty in colleges and professional schools across campus, ensures successful implementation of the plan.
A.3. Cost Effectiveness: In carefully developing the budget, we took into account existing resources and evaluated what other resources might be required for successful implementation of proposed activities. CLAS is experienced in mobilizing limited operating resources for
PR/Award # P015A180146 University of Florida | Narrative 8 Page e36 maximum gain. Whenever possible, NRC activities draw on matching support from campus units or other organizations to stretch resources. Overall, the considerable UF institutional support
(Table D.1) for LAS faculty, staff, and students enhances the efficiency of Title VI funding by absorbing the vast majority of administrative costs, while cost-minded management by CLAS staff ensures the effective use of NRC resources. Moreover, development grants for new courses, study abroad programs, and working groups are intended as seeds grants, with UF or extramural funding supporting the costs of these courses/programs after the initial impetus.
A.4. Long-term Impact: Title VI funding will make lasting impacts on CLAS in the form of greatly enhanced programs and maintenance of its status as a preeminent LAC area and language studies center. NRC designation gives the Center greater leverage when negotiating with university administrators about LAS resources and faculty lines. With Title VI support, LAS faculty at UF will benefit from increased research and training opportunities through new interdisciplinary working groups and international collaborations, helping them communicate knowledge gained about the region when teaching and mentoring students. Students in our undergraduate, graduate, and professional programs will enjoy increased international education and research opportunities through the new Research Tutorial Abroad program, the Galapagos field school, and Business in Mexico program; greater access to new instructional resources, online and technology-enhanced area studies and language course offerings; enhanced academic and career advising; and expanded outreach activities on campus. Providing UF students from underrepresented groups with expanded area and language studies opportunities will contribute to preparing more and better-qualified LAC specialists in areas of national need.
Criterion B: Quality of LAS Staff Resources
B.1. Quality of Teaching Faculty and Staff: LAS faculty are highly productive leaders in their
PR/Award # P015A180146 University of Florida | Narrative 9 Page e37 fields. Over the past five years LAC specialists at UF authored or edited over 40 books and monographs, published hundreds of refereed journal articles and won several prestigious national book awards. Michael Moseley and Pedro Sanchez are members of the National Academy of
Sciences, and Lillian Guerra won the 2014 LASA Bryce Wood book award. Several
Latinamericanist faculty received Fulbright and Fulbright-Hays fellowships in recent years; numerous others received research grants from the National Endowment for the Humanities,
National Institutes of Health, National Science Foundation, US Agency for International
Development, US Department of Agriculture, US Department of State, World Bank and prestigious foundations such as Carnegie, Ford, Gates, Guggenheim, MacArthur, Mellon, Moore,
Rockefeller Brothers, and Tinker (Appendix A).
Table B.1. CLAS Key Personnel, 2017-18 Name Bio Page Position NRC Responsibilities % Time1
Dr. P. Williams C1 Director, CLAS NRC Director 50 MALAS & graduate Dr. S. Paulson C68 Associate Director, Academic Programs certificate advising, 100 Teaching Associate Director, Outreach & Latin American Outreach, Business Dr. M. Risner C76 25 Business Environment Program language, LCTLs Budget, Reporting, FLAS, Dr. L. Ureña C110 Assistant Director, Administration 20 Programming Director, Masters of Sustainable Development Dr. G. Galloway C33 MDP advising, Teaching 100 Practice Program Director, Latin American Business Environment Research, Teaching, Dr. B. Gendreau C36 50 Program Outreach Director, Tropical Conservation & Development Research, Teaching, Dr. B. Loiselle C52 50 Program Outreach Dr. R. Resende C74 Undergraduate Coordinator Teaching, Advising 100 Other Employees Other faculty/postdocs: 15, Other staff: 12 1 Time dedicated to student instruction and advising. CLAS’s program is administered by 22 center-based faculty/postdocs and 13 staff and its research and training programs are run by highly regarded senior scholars (Table B.1). Philip
Williams, CLAS Director since 2009, is a leading regional specialist in religion and politics,
PR/Award # P015A180146 University of Florida | Narrative 10 Page e38 democratization, and migration, and frequent commentator in national and international media.
He received his M.Phil in Latin American Studies and D.Phil in Politics from the University of
Oxford. Susan Paulson, Associate Director for Academic Programs, received both her M.A. and
Ph.D. in Anthropology from the University of Chicago.
Professional Development Opportunities for Faculty and Staff: CLAS funds faculty professional development, research, and conference participation through competitions for Title
VI or other funding. In 2016-17, CLAS awarded 46 faculty members travel grants, with most of these grants for international research or conference travel. CLAS also supports staff to engage in continuing professional development by including staff in foreign travel opportunities and through support of other training. With Center support, the Associate Director for Outreach was admitted into UF’s Advanced Leadership for Academics and Professionals program. The
Associate Director for Academic Programs received a Fulbright Award to support research in
Ecuador. The Assistant Director for Administration is an Executive Committee member of the
Consortium for Latin American Programs (CLASP). Staff members regularly attend professional development classes offered by the University (Appendix A). CLAS, with Title VI support, provides travel funding to facilitate the librarians’ active involvement in LAS activities.
Faculty Commitment to Teaching and Advising: The CLAS director, Associate Director for
Academic Programs, and Undergraduate Coordinator dedicate considerable time to NRC activities in general and to student instruction and advising in particular (50%, 100%, and 100%, respectively). Other key faculty and staff also dedicate significant time to teaching and advising
(Table B.1). Of the 188 LAS and language faculty, 53 spend 100% of their time teaching, conducting research, and advising students on LAC content. An additional 49 spend 50-99% and
86 spend 25-49% of their time on LAS. Moreover, in 2016-17 LAS faculty taught over 400 LAC
PR/Award # P015A180146 University of Florida | Narrative 11 Page e39 area studies and language courses with a total enrollment of 20,251 (Appendix C).
B.2. Staffing and Program Oversight: CLAS Director (Williams) is the chief academic and administrative officer and reports directly to the Provost. Associate Director for Academic
Programs (Paulson) manages the Center’s academic programs; Assistant Director for
Administration (Lenny Ureña) is responsible for Center program management, supervision of
Center administrative personnel, grant preparation and reporting; and Associate Director for
Outreach (Mary Risner) coordinates the Center’s public and educational programs. Finally, center-based faculty direct various research and training programs (Table B.1).
Table B.2 summarizes CLAS’s governing and oversight structures which provide effective channels for Table B.2. CLAS Governing and Oversight Structure, 2016-17 Governing Meeting Purpose Representation faculty involvement Body Schedule Advises on center in Center planning Faculty academic policies & 8 faculty representatives1 Advisory operations, MA Monthly (4 elected & 4 appointed) while maintaining Council admissions, faculty & + 4 ex-oficio members. student competitions Center-Based Coordinates center optimal coordination Twice per 22 Center-based Faculty activities and research semester faculty/postdocs Members & training programs among its center- 1In AY16-17, 5 professional schools/colleges were represented, including Agriculture and Life Sciences, Arts, Liberal Arts & Sciences, Libraries, and Nursing based faculty who direct the research and training programs. The Faculty Advisory Council (FAC) is the representative body for CLAS and composed of twelve members, including six Affiliate faculty from a range of colleges and professional schools, two Center-based faculty, and four ex-officio members (Center Director, Academic Director, Assistant Director, and LACC librarian).
Center-based faculty meet twice per semester to coordinate the overall activities and programs of the Center. An all-LAS faculty strategic planning retreat is held every other year at which faculty and staff discuss ideas for new programs and initiatives.
PR/Award # P015A180146 University of Florida | Narrative 12 Page e40 B.3. Diversity and Non-Discrimination: UF is an Equal Employment Opportunity institution committed to the equitable treatment of all faculty, staff, and students. A Faculty Recruitment
Toolkit assists search committees to conduct proactive and equitable searches and all faculty search committee members complete a recruitment workshop to certify that they are trained in fair hiring practices. The University is also committed to providing effective, reasonable accommodations for students, staff, faculty and visitors with disabilities.
The Center makes strong efforts to identify and recruit minority candidates to apply for open faculty and staff positions. All qualified applicants claiming veteran’s preference are extended an invitation for in-person or telephone interviews. Of the 35 faculty and staff employees of CLAS,
63% are female, 37% Latina/o, 6% African American, and 24% are over 55 years of age. All
LAS programs are held in facilities that are wheelchair accessible.
Criterion C: CLAS Impact and Evaluation
C.1. Impact on the University, Community, Region and Nation: Two indicators of the impact of Title VI funding on UF is the steady growth of Table C.1. UF Students & Faculty Benefiting from LAC Programs, 2016-17 financial support to our Center from $19.5 million in FY Undergraduates enrolled in LAC area studies & language courses 18,193 2012-13 to $22.2 million in FY 2016-17 and the high Undergrads with 15+ LAC graduation credits 1,565 levels of external funding garnered by our Center (over Undergraduates completing LAC major, minor or certificate 42 $2.6 million in 2016-17, see Table D.1). Table C.1 Graduate students enrolled in LAC area studies & language 2,058 courses summarizes the numbers of students and faculty who Graduate students with 15+ LAC graduation credits 659 directly benefit from CLAS activities. In AY 2016-17, Graduate students completing LAC certificate or MA 35 2,224 students graduated with 15 or more hours of LAC Graduate students completing LAC theses or dissertations 55 undergraduate and graduate course work. Similarly, the Graduate students receiving financial support from CLAS 86 18,193 undergraduates and 2,058 graduate students Faculty receiving funding from CLAS for research & 46 professional conferences enrolled in LAC courses, representing a 13% increase
PR/Award # P015A180146 University of Florida | Narrative 13 Page e41 from 2012-13, attest to the robust academic programs that contribute greatly to the university’s national reputation. This impact is furthered by the large number of LAC graduate students receiving prestigious dissertation research fellowships. In 2016-17, LAC graduate students were awarded fellowships and grants from CIAT (Colombia), CONACYT (Mexico), Goizueta
Foundation, Fulbright, NSF, OAS, USAID, and US National Park Service.
Also of national impact is the large publication output of LAS faculty, including over 40 book titles and hundreds of scholarly journal articles since 2012-03 (Appendix A). The 101 international linkage agreements provide an indicator of the impact CLAS has beyond the U.S.
The impact of our programs on the national supply of LAS specialists is evident by the large number of students completing theses and dissertations on LAS themes, 55 in 2016-17.
Recent UF PhD recipients are Table C.2. Placements of Center Graduates1, 2013 - 2017 now teaching at San Diego BA/S MA/S PhD FLAS Totals Higher Education2 10 18 16 10 54 State University, Spring Hill K-12 Education 5 2 7 Pursuing Graduate Education 17 18 3 14 52 College, SUNY Private Sector 18 16 3 5 42 2 (Binghamton), University of US Government 8 1 1 2 12 Foreign Government 1 1 Nevada (Las Vegas), US Nonprofit2 10 11 4 5 30 International Nonprofit 2 1 3 University of North Carolina Unknown 83 16 11 3 113 (Pembroke), University of Totals: 151 82 41 40 314 1 CLAS undergraduate minor, undergraduate certificate, graduate Hawaii (Manoa), University certificate, TCD certificate, MALAS degree, or MDP degree 2Includes placements both domestic and abroad of Montana, and UF. A number of recent UF PhD recipients hold teaching/research positions at universities abroad, including in Bolivia, Brazil, Ecuador, Peru, South Korea, Tanzania and
Uruguay. Table C.2 provides placement data of CLAS graduates. For Master’s and doctoral graduates for whom data is available (n=96), 38% took jobs in the private or nonprofit sector,
PR/Award # P015A180146 University of Florida | Narrative 14 Page e42 41% in education or public sector, and 22% continued their education.
With a total of 113 outreach events and 17,887 participants in 2016-17, CLAS has a significant impact on the community, region, and nation (Table I.1). In 2016-17, 1,575 K-12 teachers and students were directly impacted through CLAS outreach programs. Finally, the
Latin American and Caribbean Collection supplies some 2,000 LAC items annually to scholars through inter-library loan, and our annual conferences and lecture series draw hundreds of participants from across the United States and internationally.
C.2. Addressing National Needs and Disseminating Information: The U.S. Departments of
Agriculture, Commerce, Health and Human Services, Housing and Urban Development, Labor, and Treasury have all identified national needs for Spanish and/or Portuguese proficiency or knowledge of the Western Hemisphere. UF and CLAS maintain strong academic and degree programs that train undergraduate and graduate students in these areas of national need, contributing to the national supply of LAC area specialists (see Criterion H).
CLAS programs are successful in generating information for and disseminating information to the public. LAS faculty publish widely, and frequently carry out interviews for regional, national, and international media. We make a concerted effort to engage in outreach outside of the Gainesville area to reach constituents in other parts of the state and beyond. CLAS events are open to the public and our semi-annual newsletter is distributed to 1,500 alumni, students, faculty, donors, and collaborative partners. In this proposal, we will engage in efforts to increase access to K-12 curriculum materials and library holdings and to increase dissemination of information to the public through radio programming and our annual LABE report.
C.3. Equal Access and Treatment of Students: UF maintains a host of campus programs and units that address the General Education Provision Act (GEPA) and provide wrap-around
PR/Award # P015A180146 University of Florida | Narrative 15 Page e43 support services such as educational opportunities, recruitment, outreach activities and engagement for students of underrepresented groups. They include: (1) Office of Academic
Support; (2) Machen Florida Opportunity Scholars Program focusing on first generation students support; (3) Multicultural and Diversity Affairs with its 5 focus areas (Black Affairs; Hispanic
Latino Affairs; Lesbian, Gay, Bisexual, and Transgender and Queer Affairs; Asian Pacific
Islander American Affairs; and Cross/Intercultural Programming); (4) University Minority
Mentor Program; (5) Graduate School Office of Minority Graduate Programs; (6) Office for
Diversity & Health Equity in UF’s College of Medicine; (7) Disability Resource Center; (8)
Veterans Success Center, among others. UF is a national leader in the graduation of minority students. According to 2015-16 IPEDS data, UF ranked No. 2 among AAU institutions for the number of Master's degrees awarded to Hispanic students and No. 3 in Bachelor's degrees awarded to Hispanic students; No. 3 in Master's degrees awarded to African American students and No. 3 in Bachelor’s degrees awarded in African American students. In order to improve access for students from LAC countries, CLAS awards an average of 10 LAC scholarships/year, which, in accordance with Florida Statute 1009.21, provide the student with a small monetary stipend as well as eligibility for in-state tuition rates. CLAS graduate students reflect our successful diversity recruitment initiatives with high enrollments of students from underrepresented groups, including 43% Hispanic/Latina/o, 5% Black/African American, and
69% women.
C.4. Evaluation Plan: The goals of the evaluation program are to (1) improve design, delivery, and management of CLAS initiatives; (2) document the impact and context of those initiatives;
(3) provide evaluation data in a transparent format and; (4) interpret effectiveness of CLAS programs in meeting purposes identified in Title VI legislation. Evaluation activities will be
PR/Award # P015A180146 University of Florida | Narrative 16 Page e44 organized by Rajeeb Das (Appendix A), Senior Program Evaluator and Assessment Specialist in the UF Office of Institutional Planning and Research (OIPR). Das began advising each UF NRC in the collection, analysis, and interpretation of results for activities during the 2014-18 grant cycle and has adopted an expanded role in preparation for this Title VI grant application. OIPR is providing support for the evaluation specialist to maintain independence while collaborating with
UF’s NRCs to guide selection of program evaluation strategies, develop data collection instruments, analyze data, interpret findings, and share results with stakeholder audiences. Das has a background in data management, quantitative and qualitative evaluation, and statistics.
UF’s NRCs are an integral component of UF’s internationalization goals adopted in
Quality Enhancement Plan (QEP), and we will leverage the QEP’s strategies for learning abroad, curricular enhancement, engagement outside of the classroom, events with international focus, and an international scholars program. Within this context, we have developed a comprehensive evaluation strategy across all UF’s NRCs.
UF administers the Student Experience in the Research University (SERU) undergraduate survey every other year, which contains items on global educational experiences and global engagement. SERU data provides qualitative contextual information for NRC activities and will be used in this grant cycle to examine longitudinal trends. Other multipurpose data will be used across NRCs for evaluation such as QEP data, course enrollments, and course evaluations
(evaluations can also be linked to the SERU). The QEP, SERU, enrollments, and evaluations provide assessment of overall quality, perceived relevance to career goals, and stimulation of interest in CLAS supported courses and programs. This information is critical for assessing the expected transferability of outcomes to workforce environments and further graduate studies. In addition, during the 2014-18 grant cycle CLAS implemented improved alumni tracking and will
PR/Award # P015A180146 University of Florida | Narrative 17 Page e45 continue to expand alumni tracking to help document long-term Title VI program impacts.
Our use of a common framework for evaluation across Title VI Centers supports collection of data for similar initiatives, reporting comparable metrics, gaining efficiency from reusing data collection instruments, and producing comparable reports (Table C.3). Table C.3 shows evaluation activities tightly integrated with NRC project goals and the annual frequency of evaluation. Each NRC’s performance measures embeds appropriate evaluation activities to provide supporting evidence to document impact (Appendix D).
Table C.3 Evaluation Activities Summary Data Collection and Analysis Plan Evaluation Method Addresses Evaluation frequency per year s=survey, x=other method NRC Activity to Evaluate (PMF activities are collapsed into Primary Secondary Project the following categories to provide an overview) Data Data Goals1,2,3,4,5 Outreach Programs Public outreach events (e.g., film festivals) 2 s, x x 5 Teacher training institute 1 s, x x 3 CoE collaboration for pre-service teachers 1 s, x x 3 K-12 engagement (e.g., traveling suitcase/virtual guest visits) 1 S x 3 Partnerships with MSIs, HBCUs, community colleges 1 s, x x 1, 2, 4 Quality Curriculum and Instructional Program Conferences/workshops 1 S 1,2,4,5 Instructional resources development 1 s, x 2,3 Course development/enhancement 1 S 1,2 Faculty travel/professional development 1 S 1,2 Library collection usage (local & interlibrary loans) 1 x 1,2,5 Interdisciplinary working groups 1 X 1,2 International linkages (e.g., research collaborations) 1 X 1,2 Post-graduation survey (includes job placement) 1 S 1,2 FLAS, current students 1 s, x 2 New study abroad opportunities - pre/post survey and SERU 1 s, x x 2 Online presence (websites, newsletters, social media) 1 x, s x 1,2,3,4,5 1Goal 1: Expand interdisciplinary research and training initiatives in new and emerging areas 2Goal 2: Enhance area studies and language competencies of students, especially from underrepresented groups 3Goal 3: Build capacity of K-12 education through LAC-enhanced pre-service and in-service training, and increased engagement with schools 4Goal 4: Strengthen collaboration with Minority-Serving Institutions and community colleges 5Goal 5: Expand LAC outreach to business, media, and the general public Results from impact evaluation will inform performance measures and activities as part of a feedback loop to allow dynamic programmatic improvements. These improvements will occur annually as part of deliberate and reasoned changes in the university-wide process of
PR/Award # P015A180146 University of Florida | Narrative 18 Page e46 updating student learning outcomes, degree program goals, and the QEP. In addition, faculty retreats, meetings, and cross-NRC forums annually review evaluation outputs and outcomes in relation to short and long term impacts. These reviews and transparent sharing of data allow for programmed activities to be adjusted annually during the grant cycle to improve delivery of Title
VI-supported programs.
Finally, external reviews will continue to be an important component of the CLAS evaluation process. The next external review will take place during Year 3 of the grant period
(2020-21) and will include an area and/or language studies specialist and a Title VI-experienced administrative specialist (Budget E.57). With preparation of the Title VI proposal itself constituting a major program review, and with this external review in Year 3, we are assured a comprehensive CLAS program review approximately every two years.
Use of Recent Evaluations: As part of our ongoing evaluation, the Center’s Assistant Director meets regularly with the evaluation specialist to review evaluation data and discuss needed adjustments to improve program outcomes, and senior CLAS administrators meet regularly to evaluate the quality of Center programs and activities. Examples of some changes in response to feedback from student surveys included increasing the frequency of career workshops and the initiation of a LAS course showcase every semester. In 2017, we commissioned an external evaluation of the Center’s outreach programs and, in response to recommendations of the reviewers, CLAS collaborated with the College of Journalism and Communication in hiring a
Spanish Language News Manager to enhance the Center’s outreach to media. This proposal responds to reviewers’ recommendations by expanding the teacher training program to include workshops focused on history and social sciences and by seeking support to increase the circulation and visibility of the Latin American Business Environment Report.
PR/Award # P015A180146 University of Florida | Narrative 19 Page e47 C.5. Student Placement: Table C.2 provides details on placement of 2013-17 graduates into post-graduate employment and education. For the Master’s and PhD graduates for whom data is available (n=96) from 2013 to 2017, 75 are employed and 21 are pursuing post-graduate education. Recent MA graduates have been placed in prestigious Ph.D. programs around the nation or taken leadership positions in government or with NGOs, grassroots groups, and international organizations in a wide range of LAC-related areas. Some of these organizations include the Environmental Justice Coalition for Water, Public Allies Chicago, The American
Federation of Teachers/AFL-CIO, Fondo Acción in Bogotá, among others. Information on
CLAS’s career advising and placement efforts is available in Criterion H.
C.6. FLAS Impact and Placement: FLAS academic year (AY) and summer fellowships have had a major impact on the qualifications of UF MA and PhD graduates who become area studies specialists with advanced bi- and tri-lingual language capabilities. Table C.2 details the employment destinations of UF FLAS fellowship recipients in Portuguese and Haitian Creole during the past four years. Of the 37 fellowship recipients for whom we have placement data, eight FLAS recipients are working for the US/local government and in the non-profit sector
(Peace Corps, City of Gainesville, Teach for America, Maine Mobile Health Program,
REBUILD Globally in Haiti, etc.) in LAC-related roles. One FLAS recipient was awarded a
Fulbright-Hays in Ecuador and another a Fulbright Research Fellowship in Brazil. Additionally,
14 are pursuing graduate education and 10 are working in higher education. Of those working in higher education, one is a Portuguese instructor at Campbell University (North Carolina) and another an Assistant Professor and Director of International Studies at Spring Hill College
(Alabama). Two work for the University of Florida (in MCDA and the Latino Educational
Advancement Program), promoting academic opportunities for underrepresented groups.
PR/Award # P015A180146 University of Florida | Narrative 20 Page e48 C.7. FLAS Fellowships and National Needs: CLAS has awarded 100% of AY fellowships to
Brazilian Portuguese and Haitian Creole, two prominent LCTLs in Latin American and
Caribbean studies (FLAS Competitive Preference Priority 2). In 2016-2017, CLAS awarded seven AY and nine Summer FLAS fellowships, all in Brazilian Portuguese and Haitian Creole.
Table C.2 provides placement information for the 2013-17 AY FLAS fellows.
Criterion D: UF Commitment to Latin American Studies
The University of Florida’s Latin American Studies program dates from 1930, the oldest in the nation, and has been a Title VI NRC since 1961. UF’s commitment to international programs is evidenced by the extensive financial and other support to CLAS (Table D.1), and was strengthened in 2014 with the launch of a campus-wide initiative for enhancing the quality of academic programs, with internationalization as the central theme.
With over 52,000 students and a total of 188 LAS and language faculty, UF has exceptional capacity for educating specialists on the region. UF is the only university in the state that is both a land grant university and member of the AAU and is one of the most comprehensive universities in the country. UF was ranked #9 among public universities in the
2017 US News & World Report rankings. UF’s 16 colleges and professional schools give CLAS a distinct advantage in creating cross-campus initiatives, such as its unique Tropical
Conservation and Development (TCD) program integrating the social and natural sciences.
D.1. Institutional Support for LAS and Operation of the Center: CLAS reports directly to the
Provost and is organized around 22 Center-based faculty/postdocs and 13 staff (Table B.1). With
$22.2 million in total financial support, Latin American Studies at UF is unusually well funded
(Table D.1); this support represents a $2.7 million increase from 2012-2013. CLAS is unique in that faculty lines are allocated directly to the Center; five joint appointments and three full-time
PR/Award # P015A180146 University of Florida | Narrative 21 Page e49 appointments in the Center have been made since 2012-13. These included three senior faculty lines in Latin American development (Susan Paulson, Catherine Tucker, and Robert Walker), one senior hire in the area of Landscape Architecture and Archeology (Timothy Murtha), and another one in race, gender, and sexuality (Tanya Saunders). In addition, the College of the Arts,
College of Liberal Arts and Sciences, College of Agricultural and Life Sciences, and College of
Education hired a number of new faculty whose research and teaching focus on LAC.
Teaching Staff Support: Table D.1 UF Institutional Support Summary, 2016-17 Financial Support With 188 area and language CLAS Operations Administrative personnel $617,290 specialists supported by over Operating funds $2,581,845 Contracts, grants, gifts, endowment income $2,675,974 $13 million in salary and LAC Faculty Salaries1 Center-based faculty/postdocs $2,155,735 fringe benefits (Table D.1), Other Area studies faculty (see Table F.1) $8,572,710 Language studies faculty and TAs (see Table G.2) $2,937,501 CLAS’s faculty offer in- Language Assessment Funds spent on language assessment $12,806 depth regional coverage and Library Resources Library aquisitions (see Table E.1) $165,000 high quality instruction Library staff salaries (see Table E. 2) $773,850 Financial Support to Students Graduate student stipends, tuition, & research grants $906,654 (Criteria F-H; Tables F.1, Undergraduate student scholarships $799,884 Total Institutional Financial Support $22,199,249 G.2, and Appendix A). Since
Other Key Support Areas 2012-13, 34 CLAS faculty # International Linkage Agreements 101 Outreach Activities (see Table I.1) affiliates have been hired in Total # of outreach events 184 Number of outreach participants 17,887 new positions or to replace Students in CLAS-Related Fields (see Tables H.1) Total # of graduates with at least 15 LAC credits 2,224 retired faculty. LAC & language course enrollments (see App. B) 20,251 # Graduate Students Receiving CLAS Financial Support 86 Library Support: UF hosts # Faculty Receiving CLAS Professional Development Support 46 one of the oldest and largest 1Faculty salary calculated: %FTE on LAC x (faculty salary + fringe) collections in the U.S. and is a leader in the LAS professional library community. With $938,850
PR/Award # P015A180146 University of Florida | Narrative 22 Page e50 dedicated to LAS-related library staff and acquisitions annually (Table E.1), UF’s Latin
American and Caribbean Collection (LACC) is also exceptionally well supported (Criterion E).
International Linkages: An impressive array of international partners support UF study abroad, international student exchanges, and student and faculty research activities, including 101 international linkage agreements with Latin American institutions (Table H.2). UF has active research and education collaborations in 19 countries in the region, the majority in Brazil,
Colombia, Ecuador, and Peru. During the 2014-18 grant cycle, as a result of our agreement with
CAPES/CNPq (Brazil), UF was the #1 destination in the U.S. for fellowship recipients from
Brazil’s “Scientific Mobility” program.
Outreach Activities: A large percentage of the Center’s operating funding is devoted to outreach activities and CLAS employs a full-time outreach director. As a result, CLAS offers one of the largest LAC-related outreach programs in the U.S. in terms of both the number of events and number of participants (Tables D.1 and I.1).
Qualified Students in Related Fields: In 2016-17, 2,224 UF students graduated with 15 or more
LAS credits, most of these pursuing degree programs outside of the Center, while thousands more took LAC content courses (Table D.1, Appendix C). The quality of our students is reflected in the external grants and fellowships they have received in recent years from CAPES (Brazil),
CIAT (Colombia), COLFUTURO (Colombia), CONACYT (Mexico), CONICYT (Chile),
Gilman Scholarship Program, Fulbright, Fulbright-Hays, SENACYT (Panama), SENESCYT
(Ecuador), Smithsonian, USAID, Wildlife Conservation Society, and World Wildlife Fund.
Financial Support to Students: University financial support to LAS students totaled over $1.7 million (Table D.1). CLAS receives six graduate assistantships, including out-of-state tuition waivers, annually from its administration. In support of this proposal, UF has pledged partial
PR/Award # P015A180146 University of Florida | Narrative 23 Page e51 stipend and tuition support for three additional graduate assistants per year and stipend supplements for AY FLAS fellowships (total pledged matching support is $65,000/year). At least
60 fellowships or assistantships were provided to Latinamericanist graduate students by participating departments (2016-17), including 37 fellowships/assistantships that CLAS awarded with state funds, external grants or endowment income. UF provides out-of-state tuition waivers to all assistantships and fellowships funded with external monies, including FLAS fellowships.
Criterion E: Strength of LAS Library
E.1. Overview: The UF Libraries constitute a major institutional asset for Latin American
Studies at UF. The collections and services that support research and teaching on the region are concentrated in the Latin American and Caribbean Collection (LACC), a dedicated library with its own space and staff. UF is recognized as a national resource for its Caribbean collections, but also has developed distinctive strengths in other geographic and thematic areas. In addition to its excellent holdings, UF stands out because of the value added by LAAC librarians and staff who help to provide access to the collections to on-campus and remote users.
E.1 (a) Strength of Library Holdings: Table E.1 Table E.1. LACC Holdings by Language (as of 04/18) describes UF’s collection in terms of language of Language #Catalog Records %Total publication. LACC includes over 550,000 Spanish 188,327 66% English 55,128 19% volumes, which are made accessible through Portuguese 28,717 10% French 7,269 3% Other 6,578 2% 284,000 descriptive catalog records. Using these Total 286,019 100% descriptions, we can see that 81% of the collection is in a language other than English. Many of those materials are hard-to-obtain and relatively scarce within the network of United States academic libraries.
An analysis of the Online Computer Library Center’s WorldCat data confirms UF’s
PR/Award # P015A180146 University of Florida | Narrative 24 Page e52 preeminent status in Caribbean and circum-Caribbean collections, and strength in Brazilian materials. UF’s substantial holdings also include an important body of scholarship and literature from Argentina and Mexico.
LACC’s archival and manuscript collections, such as the Jeremie (Haiti) and Braga
(Cuba) Collections, serve as primary sources on the plantation economy, including slavery and its aftermath. By working on overlapping collection strengths, the Price Library of Judaica and
LACC are developing new collections related to the Jewish diaspora in the Americas.
Institutional Library Support: Table E.2 summarizes the financial and staffing support Table E.2. UF Library Support and Activities, 2016-17 ($773,850) for UF’s LAC-related Library Staff: Full-Time on LACC Activities 6 FTEs Library Staff: Part-Time on LAC Activities 9.2 FTEs (outside LACC) collections and services. LACC is one of Library Staff Salaries $773,850 Acquisition Budget for LAC Materials $165,000 only three LAC collections in the U.S. that Number of LAC Inter-Library Loans 1,179 Number Travel Awards to Use UF Collection 8 is maintained in its own space, with a dedicated reading room and reference services. Six full-time positions are assigned to the unit, three tenure-track librarians (one current vacancy being filled) and three full-time staff members, all of whom speak Spanish, and some Portuguese. While LACC is the focal point for collections and services, many other library units, including the Cataloging and Acquisitions Departments and Digital Production Services Unit, expend a great deal of time and effort (9.2 FTE) related to
Latin American Studies.
Budgets for LAC library materials have remained steady over the past four years at
$125,000/ year, and LACC collaborates with peer libraries to leverage resources and to deepen coverage across the overall academic library universe. The Judaica Library spends $40,000/year on acquisitions related to LAC, and has provided numerous travel grants for visiting researchers.
E.1 (b) Library Access and Collaborative Activities: To facilitate student and faculty access to
PR/Award # P015A180146 University of Florida | Narrative 25 Page e53 research materials at other institutions, the UF Libraries participate in a number of consortia, cooperative agreements, and professional organizations. LACC is an institutional member of the
Seminar on the Acquisition of Latin American Library Materials (SALALM), and in that organization UF librarians are very active in coordinating collection development efforts with peers. UF has digitized hundreds of volumes of Cuban and Haitian legal texts for an Open
Access collection organized by LLMC. Finally, UF has recently engaged in an unprecedented partnership with Cuban institutions to provide greater access to Cuban collections through technical assistance with digitization and cataloging.
To assure continual integration into LAC activities on the UF campus, the head of LACC is an ex-officio member of the CLAS’s Faculty Advisory Council, and LACC’s librarians
(faculty affiliates of the Center) regularly provide information literacy classes as part of the research methods and gateway courses for CLAS’s Master’s in Latin American Studies program.
LACC receives approximately 450 visitors from off-campus each year. With Title VI support, CLAS has offered library travel grants to scholars from across the U.S. to conduct research at LACC, and since 2010 travel grant recipients have published over 22 books informed by research conducted at LACC. In addition, since 2010, LACC has made about 12,000 Inter-
Library Loans to meet the needs of researchers at other institutions.
Perhaps UF’s most significant contribution to collection sharing is through its major digitization projects. UF provides the technical infrastructure for the Digital Library of the
Caribbean, which receives content from a variety of sources, including UF’s own collections.
During 2013-17, funds from the Center for Research Libraries LAMP and LARRP projects,
Council on Library and Information Resources, and National Endowment for Humanities, supported digitization of scarcely held publications from Brazil, Mexico, and Dominican
PR/Award # P015A180146 University of Florida | Narrative 26 Page e54 Republic; Caribbean newspapers; and collections related to Jewish communities in LAC.
Criterion F: Quality of LAS Non-Language Instructional Program
In 2016-7, UF offered a total of 386 LAC areas studies courses taught by 188 area specialists with enrollment of 14,414 undergraduates and 2,010 graduate students.
Table F.1. Area Studies Courses and Teaching Faculty by Discipline, 2016-2017 Courses Courses Faculty Faculty Faculty Courses Faculty 100% 25+% 100% 50-99% 25-49% COLLEGE/SCHOOL & Total Total DISCIPLINE LAC LAC LAC LAC LAC Liberal Arts & Sciences Anthropology 3 39 42 5 2 1 8 Biology 0 2 2 0 2 2 4 English 0 5 5 0 2 1 3 Geography 1 12 13 1 2 4 7 Geological Sciences 2 4 6 0 1 0 1 History 13 5 18 5 0 1 6 Latin American Studies 35 21 56 18 4 0 22 LAC Literatures & Cultures 26 19 45 9 7 2 18 Political Science 5 18 23 1 0 2 3 Religion 2 11 13 0 2 0 2 Sociology, Criminology & Law 0 4 4 1 0 1 2 Women’s Studies 0 11 11 0 1 0 1 Other 3 19 22 0 1 6 7 Subtotal 90 170 260 40 24 20 84
Professional Schools Agricultural & Life Sciences 15 33 48 5 10 31 46 Arts 7 21 28 1 5 7 13 Business 0 11 11 0 1 1 2 Design, Construction & Planning 0 9 9 0 1 3 4 Education 0 4 4 1 1 1 3 Engineering 0 1 1 0 0 3 3 Health Sciences & Medicine 0 6 6 0 2 7 9 Journalism & Communications 0 6 6 0 0 4 4 Law 4 9 13 0 2 6 8 Other 0 0 0 6 3 3 12 Subtotal 26 100 126 13 25 66 104 Total 116 270 386 53 49 86 188 F.1. Course Offerings: Table F.1 summarizes UF’s area studies courses by discipline and number of faculty per discipline. UF area studies capabilities are most extensive in the Arts and
Sciences, with 260 courses and 84 faculty members. UF’s robust professional school offerings
PR/Award # P015A180146 University of Florida | Narrative 27 Page e55 included 126 courses and 104 faculty members who support the numerous collaborative degree programs (Criterion H) and research and training programs. The total number of courses offered represents a 12% increase over 2012-13. Appendix C provides a detailed list of UF course offerings. Appendix A provides biographies of UF area studies faculty, including a listing of each faculty’s regional and country specialization.
F.2. Interdisciplinary Course Offerings: In addition to the 56 LAS courses in 2016-17, UF LAC offerings included many from affiliated departments that were cross-listed and/or incorporated content and approaches from more than a single scholarly discipline (see Appendix C). As noted in Criterion H, interdisciplinary seminars at the undergraduate (LAS 4935) and graduate levels
(LAS 6938) are required of all students enrolled in the Center’s academic programs. Recent course topics include “Cuba: Race, Revolution & Culture,” “Queer Latin America,” “From
Private to Public: Women in Latin America,” “Art and Literature in Latin America,” and “Law and Order in Latin America.” Students in the Master’s in Latin American Studies (MALAS) select an interdisciplinary specialization to complement the required core sequence of LAS 6293
Design and Methods of Research in Latin American Studies, and LAS 6220 Issues and
Perspectives in Latin American Studies, which explores such issues as economic development and inequality, democracy, sustainable development, environmental justice, race and gender from a variety of disciplinary perspectives.
Students in the Master’s in Development Practice (MDP) and Tropical Conservation and
Development (TCD) program also receive strong interdisciplinary training. The MDP program’s unique core curriculum bridges the natural sciences, health sciences, social sciences and management, and combines classroom study with field experiences in an applied, problem- solving setting. Similarly, TCD program coursework includes social science theory, principles of
PR/Award # P015A180146 University of Florida | Narrative 28 Page e56 tropical ecology, patterns and trends of tropical resource use and conservation, and research design, providing interdisciplinary knowledge and technical skills essential to careers in conservation and development research and practice.
F.3. Area Studies Faculty and Teaching Assistants: UF boasts a talented cadre of area studies specialists, with 53 devoted 100% to teaching LAS, 49 with 50-99% and 86 with 25-49% commitments (Table F.1). During the 2014-18 grant cycle, CLAS added eight center-based faculty and 34 affiliate faculty, most of whom are tenure-track. During the past two years, CLAS hired tenure-track faculty in the areas of landscape architecture and archeology; crime, law and governance; and human rights, peace and justice; and the College of Liberal Arts and Sciences conducted successful searches in applied Spanish Linguistics, Spanish American Literature,
Latin American History, and Economics. In addition, other Colleges (Arts, Agricultural and Life
Sciences, Education) hired a number of new faculty whose research and teaching focus on LAC.
UF’s administration has demonstrated its commitment to strengthening area studies faculty and
CLAS expects to benefit from the hiring of approximately six to eight area specialists each year.
Teaching assistants (TAs) at UF attend a two-day training seminar conducted by UF’s
Teaching Center. This initial training is supplemented throughout the year by ongoing training through a series of workshops focused on pedagogy and teaching with technology. A comprehensive handbook describing expectations of and resources available to UF’s TAs provides additional guidance. Specific colleges and departments also conduct their own TA orientation and training programs throughout the academic year.
F.4. Depth of Specialized Courses: UF features rich disciplinary and specialized course offerings in Latin American Studies, 116 with 100% LAS content, and another 270 with at least 25% LAS content. The courses are well-distributed among diverse colleges, disciplines, and fields. Table
PR/Award # P015A180146 University of Florida | Narrative 29 Page e57 F.1 demonstrates the depth of specialized and interdisciplinary course offerings in 2016-17. In addition to LAS courses (n=56), UF furnished robust LAC offerings in anthropology (42), agricultural and life sciences (48), literature and culture (45), arts (28), history (18), political science (23), religion (13), and law (13). Maximizing CLAS’ area studies strengths, we have built nationally recognized specializations in areas such as Latin American history, archaeology, tropical conservation and development, Brazilian and Amazonian studies, gender and development, transnational migration, and religion in the Americas.
Criterion G: Quality of LAS Language Instructional Program
G.1. Instruction and Enrollment in Latin American Languages: Table G.1 summarizes UF’s language instruction Table G.1. Language Instruction Program Summary, 2016-2017 Language Levels Language # of Language programs. UF offers programs (Years) Offered1 Courses Offered1 Instructors2 in Spanish and Hispanic Spanish 5 33 49 Portuguese 4 11 4 Linguistics (to Ph.D), Haitian Creole 3 7 3 1 Language and linguistics courses only. 2 Includes TAs. Portuguese (to B.A.), and Haitian Creole (to level 3). The Department of Spanish and Portuguese
Studies (SPS) also offers a Bilingual/Heritage Speakers track at the undergraduate level. UF summer language institutes abroad are currently available via four programs in Spanish
(including in the Dominican Republic and Peru) and a FLAS-certified program in Portuguese in
Brazil. In 2016-17, UF offered over 240 language course sections in these languages, with a total enrollment of 4,428 students, which represents a 16% increase over 2012-13 (Table G.2).
G.2. Levels of Language Instruction: UF offers Spanish to Level 5 (including online courses at the beginning level that have been available via UF Online since 2014), Portuguese to Level 4 with some courses available at Level 5, and Haitian Creole to Level 3. In 2017 the Department of
Languages, Literatures, and Cultures (LLC) began offering a BA degree called the “dual-
PR/Award # P015A180146 University of Florida | Narrative 30 Page e58 language specialization” that permits students to develop proficiency in two languages as well as acquire cultural knowledge in both areas. The dual-language degree allows Haitian Creole to contribute to bachelor degree programs, a first for the language in the United States.
Table G.2. Language Instruction1, Students, & Sections, 2016-172 While Level 1 Level 2 Level 3 Level 4 Level 5 Total courses Language Sections Spanish 84 39 45 21 35 224 Portuguese 5 2 4 4 3 18 specifically Haitian Creole 2 2 3 1 0 8 Total 242 focused on Language Students Spanish 1960 866 873 321 129 4,149 language and Portuguese 109 27 46 29 9 220 Haitian Creole 41 5 12 1 0 59 linguistics are Total 4,428 1 Includes literature and culture courses; 2 Each level is equivalent to 1 year included in Table (2 semesters) of language instruction. All Level 1 courses are intensive, 5-credit courses G.1, SPS and LLC have endeavored to update the curriculum to remove artificial divisions between language and content at the undergraduate and graduate level based on the Modern
Language Association’s 2007 Report, “Foreign Languages and Higher Education: New
Structures for a Changed World.” All courses in SPS are considered internally as language and content courses, bringing internal totals to 52 distinct classes offered in Spanish and 17 distinct classes offered in Portuguese across the five levels of instruction. Haitian Creole in LLC offers four distinct language classes and four content courses focused on culture and society.
Language Across the Curriculum: SPS also offers three one-credit cultural studies courses each semester based on the foreign languages across the curriculum (FLAC) model, focusing on Latin
American issues like human rights in Latin America, Latin American families, and college life in
Latin America. CLAS offers three-credit FLAC courses in Spanish and Portuguese (eg.
Pensamiento Latinoamericano and A Música na Construção da Identidade Brasileira). This past year, visiting scholar, Alberto Acosta, offered an LAS graduate seminar taught in Spanish
PR/Award # P015A180146 University of Florida | Narrative 31 Page e59 language, “De la gran teoría del desarrollo al pos-desarrollo.” We will continue to support FLAC courses in this grant cycle.
To address the needs of students in professional schools, SPS offers a Certificate in
Spanish for the Professions, consisting of 12 credit hours at the 3000-level that provide students with profession-specific language skills while building cultural background and communicative proficiency. Courses for the Certificate program include Commercial Spanish, Spanish for
Health Professions, Spanish for Legal Professions, Spanish for Educators, and Spanish
Translation and Interpretation. With the goal of developing a certificate in Portuguese for the
Professions, during the 2014-18 grant cycle CLAS funded the development of two new courses,
“Tourism and the Brazilian Economy” and “Introduction to Portuguese Translation and
Interpretation.” We will develop additional courses this grant cycle, including “Spanish for
Journalism and Communications” to support a new Spanish News Journalism certificate.
G.3. Language Faculty: In 2016-17, SPS included 12 tenured and tenure-track faculty, 10 full- time lecturers, 10 adjunct lecturers, and 21 teaching assistants (TAs). Haitian Creole language instructors included one tenured faculty member and two TAs.
Dr. Jennifer Wooten, a Senior Lecturer trained in World Language Education pedagogy, directs the Lower Division Language Program in Spanish and Portuguese and trains and supervises the graduate TAs along with four course coordinators. Wooten is also the President of the International Society for Language Studies (2016-2018). Offerings in Spanish since the
2014-18 grant cycle have been enriched at the upper division and graduate levels by new tenure- track hires, including specialists in the fields of bilingualism and language contact, heritage learners, and contemporary Mexican literature and film. Additionally, recent hires include lecturers specializing in Portuguese, online education in Spanish, and experiential education.
PR/Award # P015A180146 University of Florida | Narrative 32 Page e60 LLC’s tenure track faculty member in Haitian Creole (Dr. Ben Hebblethwaite) has taught Haitian
Creole for nineteen years at Indiana University’s Creole Institute, FIU, and UF, where he directs the first U.S. Haitian Creole and Haitian Studies program that produces BA degrees in the U.S.
Recent hire, Dr. Manoucheka Celeste, in the Center for Gender, Sexualities & Women’s Studies
Research, enhances the diversity of UF’s course offerings in Haitian studies.
Pedagogy Training for Proficiency-Oriented Instruction: Through yearly orientations and workshops, UF’s language-instruction faculty, adjunct lecturers and TAs are trained in communicative-based, proficiency-oriented pedagogy. Incoming TAs are required to take a three-credit course on Teaching Methods (FOL 6943) offered by SPS and LLC in alternating years, which introduces TAs to the latest research in language acquisition and pedagogy and innovative ways to integrate technology. In addition, all TAs must attend an intensive, four-day language pedagogy training session at the beginning of each academic year. As of Fall 2017, all
Spanish and Portuguese graduate TAs are also required to enroll in Supervised Teaching
(SPN6940) each semester in which they are appointed as a TA. This course allows the Director and coordinators to ensure that the TAs are adhering to pedagogical standards, and also provides ongoing professional development for them in the form of self-selected goals that they work on each semester. SPS faculty regularly participate in national and international conferences on pedagogy and language learning and teaching, such as the American Council on the Teaching of
Foreign Languages (ACTFL) and the Computer Assisted Language Instruction Consortium
(CALICO). The chair of SPS, Dr. Gillian Lord, will be the President of CALICO in 2018-2019.
She is a leading expert on second language acquisition and technology in foreign language education and is currently authoring an introductory Spanish textbook targeting today’s digital native students. CLAS also supports LLC’s Haitian Creole faculty member and two TAs to
PR/Award # P015A180146 University of Florida | Narrative 33 Page e61 attend LRC LCTL workshops in instructor training, proficiency evaluation, and materials development. Given the limited and outdated instructional resources available for Haitian Creole, with this proposal we will support a collaborative initiative with Florida International University and Indiana University to develop a 10-credit hour introductory course textbook, a corresponding public access website, and two Haitian Creole courses for distance learners.
G.4. Quality of Language Programs: UF’s communicative-based, proficiency-oriented instruction strives to achieve ACTFL standards using the four-skills integrated instructional approach with an emphasis at elementary and intermediate levels on the World-Readiness
Standards for Learning Languages (popularly called the “5Cs” based on the standards of
Communication, Cultures, Connections, Comparisons, and Communities). For Spanish and
Portuguese majors, SPS has developed a detailed set of skills as part of its student learning outcomes (SLOs). This includes an Individual Student Assessment as part of a 4000-level course that tests spoken and written language skills, in addition to textual analysis skills.
The high quality of UF’s Portuguese language program was recognized with the 2017
American Organization of Teachers of Portuguese’s Outstanding Achievement Award for university-level teaching of Portuguese. In addition, CLAS is one of five authorized U.S.-based testing sites of the Brazilian Certificate of Portuguese Proficiency for Foreigners (CELPE-Bras), the Brazilian government’s official language proficiency exam.
Adequacy of Resources: To assist in language instruction, the UF Language Learning Center includes two computer classrooms and a Sanako computer language lab. One of the computer classrooms was recently renovated into a language studio to facilitate an active learning approach, including mobile desks and room for class and club meetings, tutorials, and conversation sessions. The Language Learning Center and UF libraries possess a variety of audio
PR/Award # P015A180146 University of Florida | Narrative 34 Page e62 and video language instructional materials and workstations and offer large library collections of print materials in LAC languages. In an effort to use technology effectively, lower division class time is reserved for face-to-face interaction with peers and instructors, while technology-based learning is required out of class. Students can also advance their language learning in on-campus language clubs, such as the weekly Mesa de Español conversation hour, the weekly sessions of
Bate-Papo Club, and Club Creole’s (CC) monthly Haitian Creole language classes. CC is one of the largest student organizations on campus, regularly inviting Haitian artists, speakers and leaders to UF. CLAS co-sponsors a Latin American film festival each fall and SPS offers an annual Brazilian film series. Both Spanish and Portuguese programs offer students experiential learning programs to develop their language skills outside the classroom. SPS recently created an internship with AcheiUSA-The Brazilian Newspaper, where students of Portuguese write and publish their own biweekly column. The Center’s Florida-Brazil Linkage Institute (FBLI) is currently developing a Portuguese internship program with the Brazilian Consulate in Miami.
Proficiency Requirements: In addition to completing the major’s course requirements, to be certified for graduation, Spanish and Portuguese majors must undergo Individual Student
Assessments that test spoken and written language skills, as well as textual analysis skills.
ACTFL proficiency standards required for CLAS’s minor (intermediate-mid), certificate
(intermediate-mid) and MA program (advanced-low) are detailed in Table H.1. Newly admitted students are tested orally soon after enrollment and then counseled on the programs available for them to meet proficiency standards, including taking the appropriate level language and FLAC courses, and study abroad programs. Due to the large number of Haitian Creole heritage students, they are also tested for proficiency prior to placement in Haitian Creole classes.
Criterion H: Quality of Curriculum Design
PR/Award # P015A180146 University of Florida | Narrative 35 Page e63 H.1. Undergraduate Instruction and Training: Undergraduate students at UF have five primary options in Latin American Studies (Table H.1). These include (1) LAS minor and (2) LAS certificate programs administered by CLAS; (3) a selective Interdisciplinary Studies Major (IDS) in LAS and (4) a major in International Studies (IS) with a Latin American area concentration administered by the College of Liberal Arts and Sciences; and (5) a major in Journalism and
Communications with a Latin American area concentration. In 2013-17, the CLAS minor and certificate programs graduated 151 students from over 30 majors. The IS Program graduated 54 students and Journalism five students with a focus on LAC studies, and the IDS major graduated seven students. All these undergraduate programs require at least intermediate proficiency in a
Latin American language (Criterion G) and all students are required to take at least one
“capstone” interdisciplinary seminar in Latin American Studies (LAS 4935).
Table H.1. UG Minor, Certificate, and other CLAS-related Degree Requirements, 2016-2017 CLAS CLAS IDS Journalism/ IS Major Minor Certificate Major Communications
Credit hours in LAC 15 21 21 15 12 LAC Gateway or Capstone Seminar √ √ √ √ √ ACTFL language proficiency Int-mid Int-mid Int-mid Int-mid Int-mid Thesis on LAC topic (3+ credit hrs) √ # of graduates, 2016-2017: 46 15 15 2 13 1 # of graduates, 2013-2017: 217 91 60 7 54 5 H.2. Academic and Career Advising: CLAS advising meetings and procedures are supported by
Associate Director and Graduate Coordinator (Paulson), Undergraduate Coordinator (Resende),
Academic Programs Assistant (Carter), and professional facilitator (Dain). Resende provides individual advising for undergraduate students interested or enrolled in any of the five undergraduate options, helping students to identify and select coursework to meet program requirements, monitor progress towards program completion, and identify potential faculty mentors to supervise research or independent study. Resende also advises students in identifying
LAC study abroad programs, expediting and approving transfer credit for coursework taken
PR/Award # P015A180146 University of Florida | Narrative 36 Page e64 abroad, and referring students to appropriate faculty and study abroad advisors.
Associate Director (Paulson) and Program Assistant (Carter) advise students in all the
Center’s graduate programs, in collaboration with Master’s in Development Practice (MDP) advisors (Galloway and Noss), and Tropical Conservation and Development (TCD) advisors
(Loiselle and Kainer). Structured advising for the Master’s in Latin American Studies (MALAS) includes a new student orientation each August; a thesis/internship workshop each October; a mid-year check-in for first year students; and a second year meeting that focuses on students’ experience in the MALAS program, remaining graduation requirements, and post-graduation plans and options. The 2014-18 grant cycle marked significant changes in advising, starting with the publication of very detailed Graduate Student Handbook in 2015. Since 2016, MALAS students file Individual Development & Study Plans each semester reporting on accomplishments, program requirements, plans, and committee membership. MALAS specialization coordinators located in multiple colleges are now providing a broader range of academic and career advising.
The Center invites students in all of its graduate programs/certificates to participate in career-building events spaced throughout the year: workshops on grants proposals, poster preparation, and academic publishing; a research poster session; and a field research pre- departure orientation. Students are invited to do academic presentations in interdisciplinary specialization gatherings, and in a weekly TCD Tropilunch, where they interact with professionals and alumni. The Center also encourages and funds students to present papers at conferences and professional meetings, supporting 14 students during 2016-17.
Career advising is coordinated with UF partners. The Center keeps students informed regarding LAC-related job opportunities, as well as lectures and conferences, through its weekly
PR/Award # P015A180146 University of Florida | Narrative 37 Page e65 e-bulletin, Twitter, Linked-in, and Facebook. CLAS encourages students to take advantage of support provided by UF’s award-winning Career Resource Center, UF International Center and
UF Graduate School (e.g., job fairs, panels and recruiter visits from internationally focused organizations and businesses, workshops on interviewing and resume writing). In partnership with Multicultural and Diversity Affairs and the Career Resource Center, CLAS sponsors an annual career workshop, featuring LAS alumni in business, government, and non-profit sectors.
The Center maintains a database of internship and volunteer opportunities in LAS, and constantly seeks out new opportunities and contacts.
H.3. Graduate Training Options: CLAS offers two graduate degree programs, Master’s in Latin
American Studies (MALAS) and Master’s in Development Practice (MDP), and three graduate certificate programs, Certificate in Latin American Studies (LAS), Certificate in Sustainable
Development Practice (SDP), and Certificate in Tropical Conservation and Development (TCD).
MALAS students complete 30 credit hours, including 6 credits of required gateway seminars; demonstrate advanced proficiency in Portuguese, Spanish, or Haitian Creole; and produce a thesis, internship, or capstone project. Each student custom-builds remaining aspects of the curriculum, supported by a unique Interdisciplinary Specialization program designed to foster connection and collaboration around shared interests among faculty, students and courses across campus. CLAS re-designed and updated twelve specializations during 2017-18: Andean
Studies; Arts, Literature and Culture; Brazilian Studies; Caribbean Studies; Crime, Law, and
Governance; Development Studies and Economic Analysis; Gender, Sexuality, and
Racialization; Indigenous Studies; International Communications; Latin American Business
Environment; Latinx Studies, Migration, Transnational Studies; Tropical Conservation and
Development. From 2013 to 2017, 34 students graduated from the MALAS program.
PR/Award # P015A180146 University of Florida | Narrative 38 Page e66 MDP, SDP and TCD are global programs in which more than half of enrolled students take LAC courses and/or do research in Latin America. CLAS co-manages the MDP and SDP with the Center for African Studies. From 2013 to 2017, the MDP program graduated 26 students (24 Master’s and 2 SDP certificates) with a focus on Latin America. During the same period, TCD graduated 43 students with LAC-related research topics from eight academic disciplines and professional schools.
Students from diverse academic programs pursue the Graduate Certificate in LAS (MA,
MS or PhD), which involves 12 hours of Latin American content courses, including at least one interdisciplinary seminar in Latin American Studies (LAS 6938), a graduate project related to
Latin America, and intermediate high proficiency in a Latin American language. From 2013 to
2017, the 49 students who graduated from the certificate represented 23 different departments encompassing the arts, humanities, social sciences, natural sciences, and professional schools.
Each of these programs maintains an unusual span across disciplines and professional fields; together they integrate faculty and courses from Colleges of Arts, Agriculture and Life
Sciences, Journalism, Design, Medicine, Natural Resources and Environment, Liberal Arts and
Sciences, and others. Cross-college collaborations are institutionalized in dual degree programs, including a joint MALAS/JD, concurrent Master’s programs (9 credit hours can be shared between both programs) with the College of Business and the College of Design, Construction and Planning, and a 4+1 option to earn a BA/BS and MA in Latin American Studies.
Language proficiency expectations were raised in 2014-15; now MALAS students must demonstrate advanced proficiency. Language learning appropriate for professional and academic work has been enhanced by the opportunity to take graduate seminars in Spanish or Portuguese.
The quality and appropriateness of CLAS language and academic training for scholarly
PR/Award # P015A180146 University of Florida | Narrative 39 Page e67 research in Latin American Studies is evident during 2014-18 in excellent rates of successful
MALAS degree completion (86% of students finished their degrees in two years or less), and by the success of MALAS graduates in obtaining full funding for doctoral studies at the University of Michigan, University of North Carolina, Syracuse University, and UF.
A new internship option for the MALAS program has corresponded with increased enrollment of students with professional experience (in education, journalism, law and international development). The quality and appropriateness of the internship option for relevant careers is demonstrated by Table H.3. UF Study Abroad Enrollments in LAC, 2016-2017 Destination Institution or Program Name # of Students employment of recent graduates in Architecture in Guadalajara, Mexico 12 Drumming in Havana, Cuba 11 jobs with the Environmental EARTH in Costa Rica 1 Service Learning for Health Professions in Peru 23 Protection Agency, the AFL-CIO, Field Impact Assessment in Dominican Republic 4 Field Methods and Marine Ecology in Belize 5 and UF Multicultural and Field Methods in Ecology & Conservation 5 Graduate Business in Cuba 31 Diversity Affairs. Independent Study in Galapagos, Ecuador 1 Independent Study in Salvador 1 H.4. Study and Research Abroad: Internship in Arequipa, Peru 1 Issues in Agricultural and Life Sciences in Belize 8 Facilitated by many international Language and Culture in Rio de Janeiro, Brazil 24 agreements, UF offers myriad Language and Service Learning in Dom. Rep. 12 Law in San Jose, Costa Rica 11 options for study abroad and Marine Ecology and Conservation in Belize 6 Master of International Business in Chile 58 student participation in overseas MBA in Rio de Janeiro and São Paulo, Brazil 23 Multimedia Storytelling in Havana, Cuba 17 research in fields including Non-UF Study Abroad Programs 32 Sport and Athlete Development in Cuba 14 business, architecture, Tropical Ecology and Spanish in Mérida, Mexico 15 Tropical Ecosystems in San Jose, Costa Rica 17 environmental sciences, health Tropical Marine & Island Ecology in Cuba 13 Wildlife Ecology in Belize 10 sciences, journalism, language and Wildlife Veterinary Medicine in Belize 14 Total Study Abroad Students 369 culture, law, and music (Table # Graduate Student Field Research Grants 33 Total Study or Research in LAC 402
PR/Award # P015A180146 University of Florida | Narrative 40 Page e68 H.3). During 2016-17, 369 students took part in programs in 12 countries. The majority participated in programs organized by UF faculty or direct university exchanges, with 32 students participating in programs offered by other institutions. Both CLAS and UFIC provide information and advising to students interested in pursuing programs offered by other institutions. Many of these are affiliated programs and pre-approved for UF credits. CLAS is known for its high quality FLAS-approved Brazilian Portuguese Language and Culture summer program in Rio de Janeiro. During 2017 summer FLAS fellowships supported two students to study at FIU Haitian Language Institute. With this proposal we will develop new research and study abroad opportunities, including the Research Tutorials Abroad (RTA) program and the
Galapagos field school.
Graduate student research funding: During summer 2017, CLAS funded 33 graduate students conducting field research in 12 different Latin American countries facilitated by a Tinker
Foundation Field Research grant, other external grants, and endowment income.
Criterion I: LAS Outreach Activities
I.1. Overview: CLAS Table I.1. Outreach Activity Summary, 2016-17 Primary Audience Number of Events Number of Participants offers dynamic Elem./Secondary Schools (K-12) 21 1,575 Postsecondary Institutions 50 3,514 General Public, Business, Media 113 12,798 outreach activities Total 184 17,887 reaching K-16 educators, business, media, and the community. According to a 2017 external review, CLAS’s outreach activities constitute “some of the most innovative and influential outreach programs in the Title VI community.” In 2016-17, CLAS’s 184 outreach events reached
17,887 participants (Table I.1). During the 2014-18 grant cycle, CLAS K-16 work focused on several areas that leverage resources at UF/CLAS: 1) collaborations with K-16 educators, including MSIs, to connect with Latin American experts in and out of the region, 2) projects with
PR/Award # P015A180146 University of Florida | Narrative 41 Page e69 the UF College of Education, 3) Portuguese and Brazilian Studies based on the long history and strong presence of Brazilian Studies at UF, and 4) languages for specific purposes (LSP), promoting the study of Latin American languages and cultures for use in professional contexts.
CLAS also collaborated with local and regional community groups to promote cultural events and with alumni to increase awareness of the Latin American business environment.
I.1 (a) Elementary and Secondary Schools: CLAS continues its traveling suitcase program, which is a collection of 14 curriculum kits featuring authentic LAS artifacts and lessons.
Suitcases focus on global themes and align with world language and social studies standards.
CLAS recently enhanced the suitcase experience with virtual LAS faculty visits to engage with
K-16 classrooms. In 2016-17 CLAS lent 31 suitcases impacting approximately 930 students and reached 251 students through the first year of our virtual guest expert visits.
To build a network of educators who understand how global issues impact world regions,
CLAS partnered with other UF area studies centers and local non-profits in 2014 to establish an annual global education conference for K-16 Florida educators and administrators called
“Florida Connected.” Attendees of the three conferences held to date totaled 350 K-16 educators from around the state. Expanding LAS and global content beyond in-service educators, CLAS increased its engagement with the College of Education (COE) to prepare future teachers with an understanding of world regions by integrating LAS modules into COE social studies and technology courses. CLAS has co-sponsored the Americas Awards (AA) for children’s literature over the years, and in 2017-18, we promoted the program through support of a webinar series and funds for classroom sets of books and global author speakers in K-16 classrooms.
CLAS also organized three Global Teacher Leader Institutes (GTLI) lasting eight to ten days in Belize, Costa Rica, and Mexico. The GTLI invites K-16 educators from across
PR/Award # P015A180146 University of Florida | Narrative 42 Page e70 disciplines to examine issues of education, diverse LAC cultural identities, environmental sustainability, leadership, and the integration of technology to connect educators and students across borders.
CLAS prioritizes the promotion of Portuguese and Brazilian Studies through outreach.
CLAS collaborated with the American Organization of Teachers of Portuguese (AOTP) and has won two awards for promoting the study of Portuguese. Through AOTP and Boa Vista Press,
CLAS’s outreach director worked with the University of New Mexico’s NRC to co-edit and publish “A Handbook for Portuguese Instructors in the U.S.” and a ten-year anniversary volume of the online “Portuguese Language Journal” maintained with Title VI support over the years.
In 2009, in collaboration with UF’s CIBER, CLAS established the Network of Business
Language Educators (NOBLE), an online community to bring together K-16 educators interested in Languages for Specific Purposes (LSP) curriculum and program development.
Since 2013, CLAS’s outreach director has co-authored LSP articles and co-presented with high school teachers and graduate students at conferences and in journals to disseminate K-16 LSP and experiential learning course models and resources.
I.1 (b) Postsecondary Institutions: CLAS provides LAS outreach to UF as well as to colleges and universities across the state and region. CLAS’s flagship postsecondary outreach event is the annual conference, now in its 67th year, which provides a venue for Latin American and U.S. scholars to present cutting-edge research and to establish scholarly networks. The 2018 conference grew out of an interdisciplinary working group supported during the 2014-18 grant cycle, “Buenvivir and Other Post-Development Pathways,” and featured alternative visions, practices and pathways that challenge traditional development models in LAC. The 2017 conference resulted from a linkage initiative with Cuban partners supported during the 2014-18
PR/Award # P015A180146 University of Florida | Narrative 43 Page e71 grant cycle and brought together 50 scholars and artists (including 25 from Cuba) to explore recent changes in Cuba and Cuba-US relations from diverse perspectives. In addition to the annual conference, the CLAS speaker series exposes university and public audiences to a range of distinguished speakers from diverse sectors (academia, government, industry, non-profit, and media) and generates greater knowledge of Latin American perspectives on global issues.
CLAS co-sponsors the annual Brazilian Music Institute (BMI) with the UF School of
Music. The BMI brings outstanding Brazilian musicians for an intensive week of instruction with musicians residing in the U.S., culminating in a musical performance open to the public. Jacaré
Brasil concerts each fall and spring semester draw large post-secondary and community audiences, and reach thousands of viewers through digital performances and collaborations with
UF’s Digital Worlds Institute.
Expanding beyond the UF community to collaborate with state colleges, in 2015 and
2016, CLAS co-sponsored the annual Valencia College Brazilian film festival in Orlando which features guest film directors and artists from Brazil. As part of our collaboration, CLAS screened a film a year on UF’s campus followed by director discussion.
Within the Central Florida area, CLAS continued to build its relationship with HBCU
Bethune Cookman University (BCU). Collaborations included the development of a LAS component in a BCU Political Science course, which included a virtual LAS expert and sponsorship of BCU faculty participation in two of CLAS’s annual conferences. New relationships were initiated with HBCU Florida A&M University and HSI University of Puerto
Rico by sponsoring faculty attendance at the 2017 annual conference and at the 2018 Florida
Connected event.
CLAS and the UF African Studies NRC delivered an annual one-day workshop model
PR/Award # P015A180146 University of Florida | Narrative 44 Page e72 infusing Latin American and African Studies across the Curriculum through a partnership with the Nine University and College International Studies Consortium of Georgia. The same model was implemented in collaboration with Daytona State College and Bethune Cookman University for faculty in Florida. Finally, in 2018 CLAS organized the IV Symposium of Languages for
Specific Purposes/Business Language in collaboration with the 17-member CIBER network. The event was held at UF and brought K-16 faculty from over 60 institutions.
I.1 (c) Business, Media, and the General Public: CLAS directs a vibrant outreach program to business, media, and the general public. One of our interdisciplinary research and training programs, the Latin American Business Environment Program (LABE), facilitates much of
CLAS’s business outreach. LABE Director, an affiliate in the UF College of Business, produces the annual Latin American Business Environment Report (LABER) that assesses developments in the LAC region affecting business and finance. The LABER is available online and also distributed in print format to the state’s economic development organization, Enterprise Florida, which promotes international trade. In the last three years, the LABER has had an official launch as part of the International Business Forum series organized by the Coral Gables Chambers of
Commerce in South Florida. CLAS also sponsored a Latin American Business Symposium and
Career Workshop, as well as other career talks across professional fields in collaboration with other UF units and the Career Resource Center. Through these career and business events, CLAS develops and maintains relationships with alumni across professional sectors by including them in Center activities as speakers and mentors to share their professional experience and expertise with students and faculty. This alumni network is a valuable channel to provide internships and job opportunities for UF graduates and serves as a resource for teacher training events.
CLAS works closely with local, regional, and national media to provide expertise on
PR/Award # P015A180146 University of Florida | Narrative 45 Page e73 Latin American issues. The Center’s director and other LAS faculty are frequent commentators in the media on contemporary Latin American events, including the The Conversation, Orlando
Sentinel, The New York Times, Politico, USA Today, CNN en Español, BBC, and numerous Latin
American media outlets. CLAS also coordinates with UF’s Media Relations to maintain an up- to-date online expert guide and to help channel requests that come directly through the Media
Relations office. During the 2014-18 grant cycle, in addition to funding for the student-run
Spanish news broadcast “Noticias,” CLAS supported a joint faculty hire for the Spanish News
Manager position to expand Spanish language news coverage beyond radio to include news broadcasts through social media channels such as Facebook Live, YouTube and Twitter.
Table I.2. LAS Website and Social Media Statistics CLAS is a co- 2013 2014 2015 2016 2017 Website Users 7,128 18,062 17,586 20,173 24,098 sponsor of an annual Website Pageviews 66,532 150,923 90,489 103,333 116,681 Facebook Likes n/a n/a 805 1,129 1,621 Twitter Impressions n/a n/a 799,290 494,504 590,400 community-run Latin Twitter Visits n/a n/a 2,904 25,860 35,275 American film festival that includes film introductions by LAS faculty and LAC-based film directors. During the month-long event, the festival has expanded to include music performances in the community, cultural activities for children at the public library, programs tied to local K-12 classrooms and
UF courses, and art exhibits. Other CLAS-sponsored community events include the biennial
Bulla Cubana event series and the annual Latin American Museum Nights held on campus to encourage students and community members to visit. All of these events have increased the visibility and raised awareness of LAC issues among the general public. With the recent hire of a full-time Communications Specialist, CLAS has increased its visibility and engagement with constituents by promoting LAS academic and community programs and raising awareness of
LAC through LAS news outlets (Table I.2).
PR/Award # P015A180146 University of Florida | Narrative 46 Page e74 Criterion J: FLAS Awardee Selection Procedures
J. 1. FLAS Advertisement: Advertisement for AY and summer FLAS begins each fall semester and continues until applications are due on February 1 and March 13, respectively. The fellowships are advertised through the Center’s website, social media platforms, e-mail lists, newsletters, informational brochures, and in university-wide publications and listservs. We hold info-sessions in early October and January to increase awareness and answer questions from potential candidates. Center-based and affiliate faculty and undergraduate and graduate program directors in all colleges and professional schools are encouraged to publicize the competition in their classes and to circulate information in their departments. We also disseminate FLAS information in the Student Orientation Week for MALAS and MDP students in early fall, the
LAS course showcases for undergraduate students organized by the Center throughout the academic year, as well as the study abroad fairs and International Education Week organized by
UF International Center. The brochure for CLAS’s FLAS-approved Brazilian Portuguese
Language summer program, disseminated nationally, includes information on summer FLAS fellowships. Details of the program are also distributed through the CLASP network. These comprehensive promotional efforts reach members of underrepresented minorities and students in the humanities, social sciences, natural sciences, and professional schools. CLAS continues to partner with the College of Law, the College of Business, the College of Agricultural and Life
Sciences (environmental science students), the College of Public Health and Health Professions,
College of Engineering, and the College of Journalism and Communications, to recruit competitive FLAS applicants at the advanced level from professional schools and STEM fields.
Of the 69 FLAS recipients during the last four years, 27 (39%) were from professional schools and STEM fields. We plan to work closely with our partners at Santa Fe Community College and
PR/Award # P015A180146 University of Florida | Narrative 47 Page e75 the University of Puerto Rico to advertise our summer FLAS competition in their institutions and award a Portuguese fellowship to a Community College/MSI student proposing to attend our UF in Rio Program.
J. 2. FLAS Application and Selection Process: FLAS candidates submit an application form, academic transcripts, a statement of purpose outlining the need for language and area study as related to academic and professional goals, an academic letter of recommendation from their main advisor, and a language recommendation form, filled out by a language expert, documenting prior knowledge and ability to learn a foreign language. All applicants are required to submit the determination of need form or a copy of the most recent FAFSA form. Information from standardized tests scores (such as GRE, GMAT, LSAT, SAT, etc.) are directly obtained from the Graduate School and the Student Admissions records. Two separate committees composed of CLAS faculty, one for the AY fellowships and one for summer fellowships, evaluate both graduate and undergraduate applications. The committees include at least one
LCTL expert (Portuguese and Haitian Creole) and two area studies specialists, one member from the professional schools and one member from the humanities and social sciences. The CLAS director ensures that members of the selection committees are diverse, representing different disciplines, genders, and ethnic/racial groups.
In evaluating applications, the committee considers the candidate’s entire application package with particular attention to the applicant’s previous language training, relevant experience, field of study, and career intentions. Selection criteria include: (1) the importance of language study for the applicant’s academic program and research plans, (2) the extent to which language training will support the applicant’s career goals, especially those aligned to national needs, (3) the quality of the applicant’s academic preparation, including previous language
PR/Award # P015A180146 University of Florida | Narrative 48 Page e76 training, and (4) the applicant’s disciplinary or professional school affiliation. In keeping with the goal of promoting diversity at UF, when a selection must be made between equally qualified candidates, applicants demonstrating financial need (FLAS Competitive Preference Priority
1), students from historically underrepresented groups, and from professional schools will be given priority. The summer selection committee uses these same selection criteria and gives preference in the following order: UF students participating in the Center’s FLAS-approved Rio
Language and Culture program, UF students participating in FLAS-approved language programs at other institutions, and non-UF students participating in the Center’s Rio program. One summer
FLAS will be designated for students from a Community College/MSI partner attending our UF in Rio Program, following the same application guidelines and selection process. The same non- discriminatory policy which governs CLAS admissions processes is applied to FLAS selection.
Academic year awards may be renewed for a second year, contingent on satisfactory academic progress and enhanced language proficiency. The CLAS selection committees meet in February-
March. AY FLAS award announcements are made in late February in order to recruit top students to UF and to provide those not selected time to make alternate plans.
FLAS Fellowship Request: CLAS requests six AY graduate FLAS fellowships and two undergraduate fellowships for our highly successful Portuguese and Haitian Creole language programs. Additionally, CLAS requests six graduate and two undergraduate summer FLAS fellowships for Portuguese, Haitian Creole, and other LAC-related LCTLs (FLAS Competitive
Preference Priority 2) (See FLAS Budget).
Criterion K: Competitive Preference Priorities
Table K.1 provides select examples of how our programming and proposed activities fulfill
NRC/FLAS Competitive Preference Priorities (see also Appendix E).
PR/Award # P015A180146 University of Florida | Narrative 49 Page e77 Table K.1: Competitive Preference Priorities Priority Definition Selected Activities • Offer pipeline Portuguese courses at Santa Fe Community College (CLAS Goal 2) • Organize Annual workshops with the Nine University and College International Studies Consortium of Georgia and UF NRCs (CLAS Goal 4) Significant and • Support MSIs Bethune-Cookman, FAMU & Palm Beach faculty to attend sustained CLAS’ annual conference (CLAS Goal 4) NRC collaborative • Collaborate with University of Puerto Rico to support area-studies through Competitive activities with one professional and curriculum development activities (CLAS Goal 4) Preference or more Minority- • Support CLASP initiative to organize Global Studies Conferences designed Priority #1 Serving Institutions for NRC’s Title III and V and Community Colleges educators (CLAS Goal 4) (CPP1) and/or with one or • Collaborate with New World School of the Arts to hold Brazilian Music more Community Institute in Miami (CLAS Goal 4) Colleges • Designate 1 summer FLAS award for underrepresented students in Minority- serving and Community College partner institutions to attend UF summer in Rio Brazilian Portuguese and Culture Program (CLAS Goal 2) • Support for library travel grants with priority to scholars from community colleges and MSIs (CLAS Goal 5) • Support graduate assistant in COE to coordinate CLAS-COE initiatives (CLAS Goal 3) NRC Collaborative • Integration of Americas Awards books and other world regions in COE Competitive activities with undergraduate literacy courses (CLAS Goal 3) Preference Teacher Education • Offer Global Studies for Educators course in collaboration with COE (CLAS Priority #2 Programs Goal 3) (CPP2) • Together with COE develop a K-12 Latin American Studies Curriculum Guide (CLAS Goal 3) Giving preference • Work closely with UF's Office of Student Financial Affairs and use FAFSA when awarding and UF Declaration of Need forms to identify FLAS applicants with financial FLAS fellowships to need as indicated by the student's expected family contribution and as Competitive undergraduate, determined under part F of Title IV provisions Preference graduate students, • Need determination will be based on student's financial circumstances and Priority #1 or both, who not on other aid demonstrate • FLAS selection committee will prioritize applicants with financial need in financial need the final rankings • CLAS has consistently awarded 100% of AY fellowships to Brazilian Portuguese and Haitian Creole, two prominent LCTLs in Latin American and Awarding at least FLAS Caribbean studies 25% of AY FLAS Competitive • In 2016-2017, CLAS awarded seven AY and nine Summer FLAS fellowships in the Preference fellowships, all in Brazilian Portuguese and Haitian Creole Less Commonly Priority #2 • In the new Title VI cycle, we remain committed to awarding more than 25% Taught Languages of our AY FLAS fellowships to support undergraduate and graduate study of Brazilian Portuguese, Haitian Creole, and other LAC-related LCTLs.
PR/Award # P015A180146 University of Florida | Narrative 50 Page e78
Diverse Perspectives & Government Service in Areas of National Need
PR/Award # P015A180146 Page e79 Diverse Perspectives & Government Service in Areas of National Need
Diverse Perspectives and Wide Range of Views in Funded Activities
The University of Florida (UF) and the Center for Latin American Studies (CLAS) affirm the critical importance for a learning community of intellectual discourse that intentionally embraces a diverse array of perspectives. Debate and exploration of diverse views is central to our mission as a world class institution. UF speaks directly to this commitment in Goal 1 of its recent strategic plan:
“An exceptional academic environment that reflects the breadth of thought essential for preeminence, achieved by a community of students, faculty, and staff who have diverse experiences and backgrounds.”
UF recruits faculty with diverse disciplinary perspectives, experiences, and backgrounds.
Moreover, CLAS regularly hosts visiting scholars, practitioners, activists, and speakers that bring a diverse range of voices and perspectives to inform debate and understanding of critical issues and regions. Included in the proposal are a number of activities that will reflect diverse perspectives and a wide range of views, generate debate on specific world regions pertinent to their focal point, and broadly contribute to the debate on current international affairs. Examples of such activities in the current proposal are: the Center’s annual conference, Law and Policy in the Americas conference, interdisciplinary working groups focusing on Afro-Latin Americans and indigenous rights, K-12 outreach programs, and new language and area studies courses.
PR/AwardUniversity # P015A180146 of Florida | Diverse Perspectives & Government Service 1-1 Page e80 Diverse Perspectives & Government Service in Areas of National Need
Government Service in Areas of National Need and in Other Employment Sectors
CLAS will encourage government, education, business, and nonprofit sector service in areas of national need through a number of activities. First, UF has strong academic programs in place that train both undergraduate and graduate students in these areas of need. With this proposal CLAS will strengthen and expand its training and degree programs that contribute to the national supply of Latin American Studies specialists, as well as expand partnerships with
MSIs and community colleges in the Southeast and Puerto Rico. Second, CLAS will strengthen its collaboration with UF’s College of Education by working to incorporate area studies into the pre-service teacher course curriculum. CLAS will collaborate with UF areas studies centers to ensure that all represented world regions are integrated and that pre-service teachers receive a thorough global perspective. Third, CLAS has always awarded 100% of AY fellowships to
Brazilian Portuguese and Haitian Creole, two prominent LCTLs in Latin American and
Caribbean studies. In 2016-2017, CLAS awarded seven AY and nine Summer FLAS fellowships, all in Brazilian Portuguese and Haitian Creole. With this proposal, we remain committed to awarding more that 25% of our AY FLAS fellowships to support undergraduate and graduate study of Brazilian Portuguese, Haitian Creole, and other LAC-related LCTLs.
Fourth, in order to increase the number of students pursuing post-graduate employment, education, or training in areas of national need, CLAS will organize annual career workshops featuring UF alumni who speak on LAS-related job opportunities in government, business, education, and nonprofit sectors.
PR/AwardUniversity # P015A180146 of Florida | Diverse Perspectives & Government Service 1-2 Page e81 Other Attachment File(s)
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Tracking Number:GRANT12660104 Funding Opportunity Number:ED-GRANTS-052518-001 Received Date:Jun 25, 2018 01:37:01 PM EDT
Appendix A: Faculty and Staff Biographical Information
PR/Award # P015A180146 Page e83 Appendix A UF Faculty and Staff Biographical Information Table of Contents
AGRICULTURAL AND LIFE SCIENCES AGRICULTURAL & BIOLOGICAL ENGINEERING Clyde W. Fraisse, Associate Professor ...... A30 Dorota Z. Haman, Professor and Chair ...... A38 Eric McLamore, Associate Professor ...... A54 Rafael Muñoz-Carpena, Professor ...... A60 Frederick S. Royce, Assistant In ...... A74
AGRICULTURAL EDUCATION AND COMMUNICATION Paul F. Monaghan, Associated Professor ...... A57 T. Grady Roberts, Professor ...... A72 Cecilia Suarez, Assistant Professor ...... A85
AGRONOMY S. Luke Flory, Associate Professor ...... A29 Lynn E. Sollenberger, Distinguished Professor and Graduate Coordinator ...... A81
ENTOMOLOGY AND NEMATOLOGY Marc A. Branham, Associate Professor ...... A10 James P. Cuda, Professor ...... A20
FAMILY YOUTH AND COMMUNITY SCIENCES Jorge Ruiz Menjivar, Assistant Professor ...... A74 Marilyn E. Swisher, Professor ...... A86
FOOD AND RESOURCE ECONOMICS Charles Adams, Professor ...... A2 Robert J. Burkhardt, Professor ...... A14 Edward Evans, Professor ...... A27 Travis McArthur, Assistant Professor ...... A53 William A. Messina Jr., Economic Analyst ...... A55 Charles Moss, Professor ...... A59 Conner Mullally, Assistant Professor ...... A59
FOREST RESOURCES AND CONSERVATION Grenville Barnes, Professor ...... A5 Stephanie Bohlman, Assistant Professor ...... A9 Eben N. Broadbent, Assistant Professor ...... A12 Robert J. Buschbacher, Associate In ...... A15 Douglas R. Carter, Professor ...... A16 Mary Duryea, Professor ...... A24 Jynessa Dutka-Gianelli, Postdoctoral Research Associate ...... A24 Francisco J. Escobedo, Associate Professor ...... A26 P.K. Ramachandran Nair, Distinguished Professor ...... A61 Denis Ribeiro Do Valle, Assistant Professor ...... A70
HORTICULTURAL SCIENCES Jonathan H. Crane, Professor and Associate Director ...... A19 Steven Alonzo Sargent, Professor ...... A77
IFAS INTERNATIONAL PROGRAMS Kathleen E. Colverson, Associate Director ...... A18 Walter T. Bowen, Director ...... A9
PR/Award # P015A180146 University of Florida | CV Table of Contents 1 Page e84 Appendix A UF Faculty and Staff Biographical Information Table of Contents
Thomas K. Ruppert, Assistant In ...... A75
NATURAL RESOURCES AND ENVIRONMENT Ignacio Porzecanski, Lecturer...... A68
PLANT PATHOLOGY Karen Garret, Lecturer ...... A33
SOIL AND WATER SCIENCE Nicholas Comerford, Professor Emeritus ...... A19 Pedro Sanchez, Research Professor ...... A76 Jerry B. Sartain, Professor Emeritus ...... A78
WILDLIFE AND ECOLOGY CONSERVATION John G. Blake, Professor ...... A8 Lyn C. Branch, Professor ...... A10 Robert Fletcher, Associate Professor ...... A28 Susan K. Jacobson, Professor ...... A43 Kathryn E. Sieving, Professor ...... A79 ARTS ART AND ART HISTORY Kaira M. Cabañas, Associate Professor ...... A16 Juliana Fusco, Professor ...... A31 María Gabriela Hernández, Assistant Professor ...... A41 Heidi C. Powell, Director of MA Art Education Program Online ...... A68 Maria Rogal, Associate Professor ...... A72 Maya Stanfield-Mazzi, Associate Professor ...... A83 Sergio Vega, Professor ...... A91
MUSIC Kenneth L. Broadway, Professor ...... A12 Silvio J. Dos Santos, Associate Professor ...... A23 Larry Crook, Professor ...... A20 Kristen Stoner, Professor ...... A84
THEATRE AND DANCE Joan D. Frosch, Professor ...... A30 Tony Mata, Professor...... A52 BUSINESS, WARRINGTON COLLEGE FINANCE, INSURANCE & REAL ESTATE Brian Gendreau, Clinical Professor ...... A34 Andy Naranjo, Professor and Chairman ...... A62 COUNSELING & WELLNESS CENTER Zully Rivera-Ramos, Clinical Assistant Professor and Outreach Coordinator ...... A70 DESIGN, CONTRUCTION AND PLANNING ARCHITECTURE Martha Kohen, Professor ...... A47 Alfonso Pérez-Méndez, Professor ...... A65
LANDSCAPE ARCHITECTURE
PR/Award # P015A180146 University of Florida | CV Table of Contents 2 Page e85 Appendix A UF Faculty and Staff Biographical Information Table of Contents
Maria C. Gurucharri, Chair and Associate Professor ...... A37
URBAN & REGIONAL PLANNING Jocelyn Widmer, Assistant Scholar and Program Director of Online Degree ...... A93 EDUCATION TEACHING AND LEARNING Christopher L. Busey, Assistant Professor of Curriculum ...... A15 Maria R. Coady, Associate Professor ...... A17 Ester De Jong, Professor ...... A21 ENGINEERING, HERBERT WERTHEIM COLLEGE CIVIL & COASTAL ENGINEERING Arnoldo Valle-Levinson, Professor ...... A89
COMPUTER & INFORMATION SCIENCE & ENGINEERING Manuel Bermudez, Associate Professor ...... A6
ENVIRONMENTAL ENGINEERING SCIENCES David A. Kaplan, Assistant Professor ...... A45 FLORIDA MUSEUM OF NATURAL HISTORY Kitty F. Emery, Associate Curator...... A25 William F. Keegan, Chairman and Curator ...... A46 Bruce J. Macfadden, Curator and Professor ...... A51 Susan Milbrath, Curator...... A55 Jacqueline Y. Miller, Curator of Lepidoptera ...... A56 Max A. Nickerson, Curator of Herpetology ...... A63 Norris H. Williams, Curator ...... A94 GEORGE A. SMATHERS LIBRARIES DIGITAL HUMANITIES Laurie Taylor, Librarian and Director of Digital Library of the Caribbean ...... A86
LATIN AMERICAN AND CARIBBEAN COLLECTION Crystal A. Felima, Postdoctoral Fellow ...... A27 Paul Losch, Associate Librarian ...... A50 Margarita Vargas-Betancourt, Assistant University Librarian ...... A90 HEALTH AND HUMAN PERFORMANCE TOURISM, RECREATION & SPORT MANAGEMENT Angélica E. Almeyda Zambrano, Assistant Professor ...... A3 Brijesh Thapa, Professor ...... A87 INSTITUTIONAL RESEARCH PLANNING Rajeeb Das, Senior Program Evaluator and Assessment Specialist ...... A98 JOURNALISM AND COMMUNICATIONS JOURNALISM John Kaplan, Professor ...... A45
TELECOMMUNICATION Michael Leslie, Associate Professor and Graduate Coordinator ...... A48 Amy Jo Coffey, Associate Professor ...... A18
PR/Award # P015A180146 University of Florida | CV Table of Contents 3 Page e86 Appendix A UF Faculty and Staff Biographical Information Table of Contents
Churchill Roberts III, Professor ...... A71 LATIN AMERICAN STUDIES Patricia Alba, Communications Specialist ...... A95 Dania Alexandrino, Spanish Language News Manager ...... A96 Simone F. Athayde, Adjunct Associate Research Scientist ...... A5 Jessica Baker, Accountant III ...... A96 Efraín Barradas, Professor ...... A6 Emilio Bruna, Professor ...... A14 Jessica Caicedo, Fiscal Assistant III ...... A97 Wanda Carter, Program Assistant ...... A97 Mónica Castillo Sifuentes, Fiscal Assistant II ...... A98 Jonathan L. Dain, Lecturer ...... A21 Rose Farley, Human Resource Assistant ...... A99 Glenn Galloway, Director, MDP ...... A31 Yankuic Galvan-Miyoshi, Postdoctoral Associate ...... A32 Maira Gutierrez Rascón, Program Coordinador ...... A99 Rebecca A. Hanson, Assistant Professor ...... A38 Ivette Hernández, Administrative Support Assistant I ...... A100 Karen A. Kainer, Professor ...... A44 Bette Ann Loiselle, Director, TCD ...... A49 Timothy M. Murtha, Associate Professor ...... A60 Andy Noss, Program Coordinator, MDP ...... A100 Susan Paulson, Professor ...... A64 Rosana D. Resende, Lecturer ...... A69 Mary E. Risner, Associate Director, Outreach and Latin American Business Program ...... A71 Patricia Sampaio, Program Coordinator, TCD ...... A101 Tanya Saunders, Associate Professor ...... A78 Marianne Schmink, Professor ...... A79 John Richard Stepp, Associate Professor...... A84 Welson A. Tremura, Associate Professor ...... A87 Catherine Tucker, Professor ...... A88 Lenny A. Ureña Valerio, Assistant Director, Administrative Services ...... A101 Pilar Useche, Associate Professor ...... A88 Nicholas Vargas, Assistant Professor ...... A90 Robert T. Walker, Professor ...... A92 Philip Williams, Director and Professor of Political Science ...... A1
LAW, LEVIN COLLEGE LAW Berta Esperanza Hernández-Truyol, Professor ...... A42 Pedro A. Malavet, Professor ...... A51 Winston Nagan, Sam T. Dell Research Scholar and Professor ...... A61 D. Daniel Sokol, Professor ...... A80
GOVERNMENTAL RESPONSIBILITY Thomas T. Ankersen, Legal Skills Professor ...... A4 Joan D. Flocks, Director, Social Policy ...... A29 Timothy E. McLendon, Assistant In and Staff Attorney ...... A54 Jon Mills, Dean Emeritus and Director ...... A56 LIBERAL ARTS AND SCIENCES AFIRCAN AMEMERICAN STUDIES
PR/Award # P015A180146 University of Florida | CV Table of Contents 4 Page e87 Appendix A UF Faculty and Staff Biographical Information Table of Contents
Bryce Henson, Visiting Professor ...... A40
ANTHROPOLOGY George A. Broadwell, Elling Eiden Professor ...... A13 Susan D. de France, Professor ...... A22 Susan D. Gillespie, Professor ...... A35 Clarence C. Gravlee, Associate Professor ...... A36 Michael J. Heckenberger, Associate Professor ...... A39 Richard Kernaghan, Associate Professor ...... A46 Michael E. Moseley, Distinguished Professor Emeritus ...... A58 Augusto Oyuela-Caycedo, Associate Professor ...... A64
BIOLOGY Karen Bjorndal, Distinguished Professor ...... A8 Walter S. Judd, Distinguished Professor Emeritus ...... A44 Francis E. Putz, Distinguished Professor ...... A69 Claudia Romero, Courtesy Faculty ...... A73
CHEMISTRY Valeria D. Kleiman, Associate Professor ...... A47
ECONOMICS Germán Bet, Assistant Professor ...... A7 Elias Dinopoulos, Professor ...... A23 Maria Cecilia Peluffo, Assistant Professor ...... A65 Héctor H. Sandoval Gutierrez, Assistant Professor ...... A77
ENGLISH Tace Hedrick, Associate Professor ...... A40 Leah Rosenberg, Associate Professor ...... A73 Raúl Sanchez JR, Associate Professor ...... A76
GEOGRAPHY Michael W. Binford, Professor ...... A7 Abraham Goldman, Associate Professor ...... A36 Sadie Ryan, Associate Professor ...... A75 Corene J. Matyas, Associate Professor ...... A53 Cynthia Simmons, Associate Professor and Graduate Coordinator ...... A80 Jane Southworth, Professor and Chair ...... A82 Peter R. Waylen, Associate Dean and Professor ...... A93
GEOLOGICAL SCIENCES Mark Brenner, Professor ...... A11
HISTORY Ida Altman, Professor Emerita ...... A3 David P. Geggus, Professor ...... A33 Lillian Guerra, Associate Professor ...... A37 Jeffrey D. Needell, Professor ...... A62 Paul Ortiz, Associate Professor ...... A63 Heather A. Vrana, Assistant Professor ...... A92
LANGUAGES, LITERATURES & CULTURES Benjamin Hebblethwaite, Associate Professor ...... A39
PR/Award # P015A180146 University of Florida | CV Table of Contents 5 Page e88 Appendix A UF Faculty and Staff Biographical Information Table of Contents
James Essegbey, Associate Professor ...... A26
POLITICAL SCIENCE Leslie E. Anderson, Professor ...... A4 Myra L. Brown, Associate Professor ...... A13 Carlos A. Suarez Carrasquillo, Lecturer ...... A85
RELIGION Anna L. Peterson, Professor ...... A67 Robin Wright, Associate Professor ...... A94
SOCIOLOGY, CRIMINOLOGY AND LAW Stephen G. Perz, Professor ...... A66 Barbara A. Zsembik, Associate Professor and Chair ...... A95
SPANISH AND PORTUGUESE STUDIES Jessica Aaron, Associate Professor ...... A2 Susana E. Braylan, Senior Lecturer ...... A11 Kathryn V. Dwyer Navajas, Senior Lecturer ...... A25 Andréa C. L. Ferreira, Lecturer ...... A28 Antonio C. Gil, Lecturer ...... A34 M. Elizabeth Ginway, Associate Professor ...... A35 Emily Hind, Associate Professor ...... A42 Victor Jordan Orozco, Lecturer ...... A43 Gillian Lord, Chair and Professor ...... A49 Crystal Marull, Lecturer ...... A52 Ximena Moors, Lecturer ...... A57 Greg Moreland, Senior Lecturer ...... A58 Charles A. Perrone, Professor Emeritus ...... A66 David A. Pharies, Professor ...... A67 Martín Sorbille, Associate Professor ...... A81 Clara Sotelo, Spanish Lecturer ...... A82 Jorge Valdes Kroff, Assistant Professor ...... A89
WOMEN’S STUDIES Manoucheka Celeste, Assistant Professor ...... A17 MEDICINE INFECTIOUS DISEASES AND GLOBAL MEDICINE Vincent DeGennaro, Assistant Professor ...... A22 Michael Lauzardo, Research Associate Professor ...... A48 Amy Vittor, Assistant Professor ...... A91 NURSING Robert Lucero, Associate Professor ...... A50 Jeanne-Marie R. Stacciarini, Associate Professor ...... A83 VETERINARY MEDICINE LARGE ANIMAL CLINICAL SCIENCES Klibs Galvão, Associate Professor ...... A32 Jorge A. Hernández, Professor ...... A41
PR/Award # P015A180146 University of Florida | CV Table of Contents 6 Page e89 CLAS Director
WILLIAMS, Philip J. Year of Appointment: 1989 Title/Department: Director, Center for Latin American Studies; Professor, Political Science Tenure Status: Tenured Education: BA, University of California, Los Angeles, Political Science, 1981; MPhil, University of Oxford, Latin American Studies, 1984; DPhil, University of Oxford, Politics, 1986 Academic Experience: Visiting Professor of Political Science, Universidad Centroamericana, El Salvador,1991-92; Assistant Professor of Political Science, Northeast Missouri State University, 1987-89. Number of Theses Supervised During Past 5 Years: 15 Languages: Spanish (5), Portuguese (2) Research/Teaching Interests: Religion and Politics; Democratization; Transnational Migration; Social Movements; Civil-Military Relations in Latin America Number of Courses: 3 LAS 6220: Issues and Perspectives in Latin American Studies; LAS 4935/CPO 4722/LAS 6938: Latin American and Caribbean Immigration to the US; CPO 6307: Latin American Politics Overseas Experience: Chile, Colombia, Costa Rica, El Salvador, Honduras, Mexico, Nicaragua, Panama, Peru Number of Recent Publications: 3 “Orígenes y Evolución de la Jerarquía Católica en Nicaragua.” Temas Nicaragüenses, no. 64 (August, 2013). With J.M. Ruhl. “Demilitarization after Central American Civil Wars.” In Demilitarization in the Contemporary World, edited by P. Stearns. Champaign, IL: University of Illinois Press, 2013. With M. Marquardt, T. Steigenga, and M. Vásquez. Living ‘Illegal’: The Human Face of Unauthorized Immigration. New York: The New Press, 2011 (paperback edition with new forward and epilogue, 2013). Percentage of time devoted to LAC studies: 100% Distinctions: Tinker Foundation Field Research Grants Program, 2017; Department of State grant for project to support implementation of the new Accusatorial System of Justice in Indigenous Comarcas in Panama, 2015-2017; Carnegie Corporation of New York grant, “Recovering the Human Face of Immigration,” 2015-2017; USAID-Higher Education for Development grant for Colombia-U.S. Human Rights Law School Partnership Program, 2012-2015; Ford Foundation grants in 2010 and 2012 for research and public outreach on Latin American immigration to the U.S. South; University of Florida Research Foundation Professorship, 2009-2012.
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
A1 PR/Award # P015A180146 University of Florida | CVs Page e90 Faculty
AARON, Jessica E. Year of Appointment: 2006 Title/Department: Associate Professor, Department of Spanish and Portuguese Tenure Status: Tenured Education: BA, Stanford University, Political Science/Spanish, 1999; MA, Stanford University, Latin American Studies, 2000; MA, University of New Mexico, Anthropology (Ethnology), 2002; PhD, University of New Mexico, Spanish and Portuguese (Hispanic Linguistics), 2006 Academic Experience: University of Florida, 2006-present Number of Theses Supervised During Past 5 Years: 4 Languages: Spanish (5), Portuguese (5), French (3), Italian (4), Quiché Maya (2) Research/Teaching Interests: Language Variation and Change; Spanish in Contact; Sociolinguistics; Emergent Systems; Language Policy; Human Rights Courses: Number of Courses: 3 SPN 2240: Intensive Comm. Skills; SPN 3700: Introduction to Hispanic Linguistics; SPN 4822: Sociolinguistics of the Spanish-Speaking World Overseas Experience: Mexico Number of Recent Publications: 4 “Lone English-Origin Nouns in Spanish: The Precedence of Community Norms.” International Journal of Bilingualism 19, no. 4 (2015): 459-80. Percentage of time devoted to LAC studies: 75% Distinctions: Invited panelist at Celebrating Varieties of New Mexican Spanish, Albuquerque, NM, 2013
ADAMS, Charles M. Year of Appointment: 1984 Title/Department: Professor, Food and Resource Economics Tenure Status: Tenured Education: BS, Texas A&M University, Fisheries Science, 1976; MS, Texas A&M University, Agricultural Economics, 1978; PhD, University of Florida, Food and Resource Economics, 1984 Academic Experience: Member of the Scientific and Statistical Committee of the Gulf of Mexico and South Atlantic Fisheries Management Councils and Taskforce member for the Gulf Seafood Marketing Coalition Languages: Spanish (3) Research/Teaching Interests: Marine Fisheries Management; Seafood Markets and Demand; Marine Aquaculture Feasibility; Costal Industry Activity and Impact; Changes in Coastal Environmental Conditions Overseas Experience: Nicaragua, Cuba Number of Recent Publications: 5 With M. Eero, H.V. Strehlow, and M. Vinther. “Does Recreational Catch Impact the TAC for Commercial Fisheries?” ICES Journal of Marine Sciences 72, no. 2 (2015): 450-57. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A2 PR/Award # P015A180146 Page e91 ALMEYDA ZAMBRANO, Angélica E. Year of Appointment: 2016 Title/Department: Assistant Professor, Department of Tourism, Recreation & Sport Management Tenure Status: Tenure track Education: BS, Universidad Nacional Agraria La Molina, Peru, Forest Sciences, 1999; MA, University of Florida, Latin American Studies, 2004; PhD, Stanford University, Anthropology, 2012 Academic Experience: Adjunct Faculty, Department of Geography, University of Alabama, 2014-2016 Number of Theses Supervised During Past 5 Years: 9 Languages: Spanish (5), Portuguese (4) Research/Teaching Interests: Sustainable Tourism; Land Use and Land Cover Change; Political Ecology; Ecological and Economic Anthropology; Conservation and Development; Tropical Ecology; Interactions among Households, Communities, and Landscapes Number of Courses: 2 LEI 3843: Entrepreneurship in Tourism, Recreation, and Sport Management; HFT 3843: Entrepreneurship in Tourism, Recreation & Sport Management Overseas Experience: Peru, Brazil, Bolivia, Costa Rica Number of Recent Publications: 7 With R. Chazdon, E.N. Broadbent, D.M.A. Rozendaal, et al. “Carbon Sequestration Potential of Second Growth Regeneration in the Latin American Tropics.” Science Advances 2, no. (2016): 1-10. Percentage of time devoted to LAC studies: 80%
ALTMAN, Ida Year of Appointment: 2006 Title/Department: Professor Emerita, History Tenure Status: Tenured Education: BA, University of Michigan, Latin American Studies, 1971; MA, University of Texas, Latin American Studies, 1972; MA, The John Hopkins University, History, 1978; PhD, The Johns Hopkins University, History, 1982 Academic Experience: Research Professor, Department of History, University of New Orleans, 2001- 2006; Visiting Professor, Department of History, Tulane University, Spring 1988 Number of Theses Supervised During Past 5 Years: 5 Languages: Spanish (4) Research/Teaching Interests: Mexico; Early Spanish Caribbean; Early Modern Spain and Spanish America Number of Courses: 4 LAH 4934: Conflict and Rebellion in Mexico; LAH 5934: Iberian Atlantic World; LAH 6934: Colonial Spanish America; LAH/EUH: 4930: The Inquisition in Spain and America Overseas Experience: Mexico, Spain Number of Recent Publications: 7 Contesting Conquest: Indigenous Perspectives on the Spanish Occupation of Nueva Galicia, 1524-1545. Translation, introduction and notes by Ida Altman. University Park, PA: Pennsylvania State University Press, 2017. Percentage of time devoted to LAC studies: 100% Distinctions: A.B. Thomas Book Prize, SECOLAS, 2011, for The War for Mexico’s West; Norman Wilensky Graduate Teaching Award, UF Department of History, 2009
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A3 PR/Award # P015A180146 Page e92 ANDERSON, Leslie E. Year of Appointment: 1995 Title/Department: Professor, Political Science Tenure Status: Tenured Education: BA, Bowdoin College, Government, 1979; MPH, University of Michigan, Population Planning, 1984; PhD, University of Michigan, Political Science, 1987 Academic Experience: Assistant Professor, University of Colorado, 1988-1995 Number of theses supervised during past 5 years: 5 Languages: Spanish (5), French (4), Swedish (3) Research/Teaching Interests: Democratization; Popular Politics; Institutions; Local Government; Comparative Politics; Latin American Politics; Peasant Studies Number of Courses: 4 CPO 2001: Comparative Politics; CPO 4306: Contemporary Problems in Latin America; CPO 6059: Democracy and Its Competitors; POS 6736: Research Design (The Conduct of Inquiry) Overseas Experience: Argentina, Nicaragua, Mexico, France, and Sweden Number of Recent Publications: 5 Democratization by Institutions: Argentina's Transition Years in Comparative Perspective. Ann Arbor: University of Michigan Press, 2016. Percentage of time devoted to LAC studies: 100% Distinctions: National Endowment for the Humanities Fellowship, 2016; National Science Foundation Grant, with Larry Dodd and Won-ho Park, 2017
ANKERSEN, Thomas T. Year of Appointment: 1993 Title/Department: Legal Skills Professor; Director, Conservation Clinic and UF/University of Costa Rica Program in Environmental Law, College of Law Tenure Status: Non-tenure track Education: BA, University of South Florida, English and History, 1977; MA, University of South Florida, History, 1980; JD, University of Florida, College of Law, 1986 Academic Experience: University of Florida, 1993-present Languages: Spanish (4) Research/Teaching Interests: International Law; International Development; Latin American Property Law; History of Latin American law Number of Courses: 2 LAW 6465: Conservation Clinic; LAW 6943: Externship; UF Law Sustainable Development: Law, Policy, and Professional Practice (UF in Costa Rica); Marine and Coastal Law (South Florida/Bahamas Spring Break Field Course) Overseas Experience: Brazil, Belize, Costa Rica, Guatemala, Panama, Mexico, and Southern Africa Number of Recent Publications: 9 With Wesley J. Hevia, Michael T. Olexa, and William A. Messina Jr. “Seizing the ‘Organic’ Moment: Cuba's Agricultural Crossroads and Certified Organic Export Potential.” Drake Journal of Agricultural Law 21(2016), 14pp. Percentage of time devoted to LAC studies: 50% Distinctions: Florida Climate Institute Distinguished Faculty Fellow, 2017-2019
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A4 PR/Award # P015A180146 Page e93 ATHAYDE, Simone F. Year of Appointment: 2010 Title/Department: Adjunct Associate Research Scientist, Center for Latin American Studies Tenure Status: Non-tenure track Education: MSc in Ethnobotany with Merit, Post-graduate course in Ethnobotany, University of Kent at Canterbury, Department of Anthropology, 2003; PhD, University of Florida, Interdisciplinary Ecology with Concentration in Anthropology, 2010 Academic Experience: Visiting Professor, Environmental Sciences Graduate Program (PGCiamb), Federal University Tocantins, Brazi, 2016-present; Visiting Professor, Environment and Regional Development Program (PGDRA), Federal University of Rondônia, Brazil, 2014-present Number of theses supervised during past 5 years: 7 Languages: Portuguese (5), Spanish (4) Research/Teaching Interests: Sustainability Science; Inter-and Trans-Disciplinary Research and Practice between Biophysical and Social Sciences; Indigenous Knowledge Systems; Biocultural Diversity Conservation; Resilience of social-ecological systems transformed by dams in the Amazon; and Participatory Development Overseas Experience: The Amazon, Brazil, Latin America Number of Recent Publications: 16 With J. Silva-Lugo, M. Schmink, and M. Heckenberger. “The Same, but Different: Indigenous Knowledge Persistence and Change in the Brazilian Amazon.” Human Ecology 45, no. 4 (2017): 533–44. Percentage of time devoted to LAC studies: 100% Distinctions: Schmink Innovation Award, 2016
BARNES, Grenville Year of Appointment: 1993 Title/Department: Professor, Forest Resources and Conservation Tenure Status: Tenured Education: BS, University of Natal, Surveying and Mapping, 1977; MS, University of Natal, Surveying and Mapping, 1982; PhD, University of Wisconsin at Madison, Civil and Environmental Engineering, 1988 Academic Experience: Assistant Professor, Department of Geodetic Science & Surveying, Ohio State U., Columbus, 1988-1992 Number of Theses Supervised During Past 5 Years: 18 Languages: Spanish (3), Afrikaans (2) Research/Teaching Interests: Land tenure and property rights systems and their role in sustainable development; adaptive capacity in rural communities; governance of natural resources Number of Courses: 2 SUR 4501: Foundations of UAS Mapping; SUR 6427: Land Tenure and Administration Overseas Experience: Brazil, Peru, Bolivia, Grenada, Honduras, Mexico Number of Recent Publications: 10 With B. Child, eds. Adaptive, Cross-Scalar Governance of Natural Resources. London: Taylor and Francis, 2014. Percentage of time devoted to LAC studies: 50%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A5 PR/Award # P015A180146 Page e94 BARRADAS, Efraín Year of Appointment: 2000 Title/Department: Professor, Latin American Studies and Spanish and Portuguese Studies Tenure Status: Tenured Education: BA, University of Puerto Rico, Philosophy, 1968; MA, Princeton University, Latin American Literature, 1973; PhD, Princeton University, Latin American Literature, 1978 Academic Experience: Visiting professor, University of Massachusetts/Amherst, Summer Program in Salamanca (Spain), 1999; Department of Spanish and Portuguese University of Massachusetts/Boston, 1975-1999 Number of theses supervised during past 5 years: 32 Languages: Spanish (5) Research/Teaching Interests: Caribbean Literature and Culture; Latin American Art and Popular Culture Number of Courses: 3 LAS 4935/6938: Latin American Thinkers; Colonial Spanish American Literature; SPW 6357: Contemporary Latin American Poetry-Mexico; LAS 4935/6938: Latino/a Culture Overseas Experience: Cuba, Mexico, Central America Number of Recent Publications: 7 “¿Sor Juana en/a la cocina?: Apuntes sobre un supuesto recetario virreinal.” In Insomne pasado: Lecturas críticas de Latinoamérica colonial. Un homanaje a Á. Félix Bolaños, edited by C. García, K. E. Vázquez y G. Walczak. Ciudad de Guatemala: F & G Editores, 2016. “Volver a andar lo andado: relectura de la propia lectura de Julia de Burgos.” In Hablan sobre Julia: Reflexiones en su centenário, edited by C. M. Rivera Villegas and L. Pagán Tirado. Ponce/San Juan, PR: Casa Paoli/Publicaciones Gaviota, 2015. Percentage of time devoted to LAC studies: 100%
BERMUDEZ, Manuel Year of Appointment: 1985 Title/Department: Associate Professor, Computer and Information Science and Engineering Tenure Status: Tenured Education: BS, University of Costa Rica, Computer Science, 1979; MSc, University of California, Computer and Information Sciences, Santa Cruz, 1982; PhD, Computer and Information Sciences, 1984 Academic Experience: Lecturer, Computer Science Dept., School of Mathematics, University of Costa Rica, 1980-1981; Visiting Assistant Professor, Computer and Information Sciences, University of California, Santa Cruz, 1984-1985 Languages: Spanish (5) Research/Teaching Interests: Software Engineering; Agile Development Methods; Programming Languages; Compilers; Automata Theory; Programming Linguistics Number of Courses: 5 CEN 3031: Introduction to Software Engineering; COP 3530: Data Structures and Algorithms; COP 4020: Programming Language Concepts; COP 5641/5550/555: Principles of Programming Languages; COP 6934: Automatic Generation of Translators Overseas Experience: Venezuela, Peru, Mexico, Panama Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A6 PR/Award # P015A180146 Page e95
BET, Germán Year of Appointment: 2017 Title/Department: Assistant Professor, Economics Tenure Status: Tenure track Education: BA, Universidad Nacional de La Plata, Argentina, Economics, 2005; MA, Universidad Nacional de La Plata, Argentina, Economics, 2011; MA, Northwestern University, Economics, 2013; PhD, Northwestern University, Economics, 2017 Academic Experience: Junior Researcher, Center for Distributional Labor and Social Studies, 2010-2011; Research Fellow, Universidad Nacional de La Plata, Argentina, 2007-2009 Languages: Spanish (5) Research/Teaching Interests: Industrial Organization; Applied Microeconomic Theory Number of Courses: 1 ECO 4934: Industrial Organization Overseas Experience: Argentina Percentage of time devoted to LAC studies: 25%
BINFORD, Michael W. Year of Appointment: 1997 Title/Department: Professor, Geography; Program Director, Macrosystems Biology and Early NEON Science, U.S. National Science Foundation (2017-2019) Tenure Status: Tenured Education: BS, Kansas State University, Biology/Fisheries, 1973; MS, Louisiana State University, Fisheries/Experimental Statistics, 1975; PhD, Indiana University, Zoology/Geology, 1980 Academic Experience: Visiting Senior Scientist, J.W. Jones Ecological Research Center, Ichauway, GA, 2011; MLA I and MLA II in Department of Landscape Architecture, Graduate School of Design, Harvard University, 1993-94; Senior Research Fellow in Landscape Ecology, GDS, Harvard University, 1996-97. Number of theses supervised during past 5 years: 30 Languages: Spanish (2) Research/Teaching Interests: Landscape Dynamics (Land-Cover/Land-Use Change); Ecological Interactions between Land and Water; Human-Environment Interactions Number of Courses: 5 GEO 2200: Physical Geography; GEO 4037: Remote Sensing; GEO 4300: Environmental Biogeography; GEO 4120: Aerial Photo Interpretation; GEO 5159: G.I.S. Applications in Environmental Systems Overseas Experience: Bolivia, Haiti, Peru, Venezuela Number of Recent Publications: 3 With W. Kleindl, P. Stoy, A. Desai, M. Dietze, et al. “Toward a Social-Ecological Theory of Forest Macrosystems for Improved Ecosystem Management.” Forests. Submitted March 2018. With T. Van Holt, K. M. Portier, and R. Vergera. “A Stand of Trees Does Not a Forest Make: Tree Plantations and Forest Transitions.” Land Use Policy 56 (Nov. 2016):147-57. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A7 PR/Award # P015A180146 Page e96 BJORNDAL, Karen A. Year of Appointment: 1996 Title/Department: Distinguished Professor, Biology; Director, Archie Carr Center for Sea Turtle Research Tenure Status: Tenured Education: BA, Occidental College, Biology, 1972; PhD, University of Florida, Zoology, 1979 Academic Experience: Postdoctoral Fellow, Department of Animal Science, University of Florida, 1981- 87 Number of Theses Supervised During Past 5 Years: 8 Languages: Portuguese (1), Spanish (1) Research/Teaching Interests: Biology of Sea Turtles; Nutritional Ecology of Vertebrate Herbivores Number of Courses: 1 ZOO 4926: Biology of Sea Turtles Overseas Experience: Caribbean, Costa Rica, Africa, Japan, Azores Number of Recent Publications: 40 With J. B. Pfaller, M. Chaloupka, and A. B. Bolten. “Phylogeny, Biogeography and Methodology: A Meta-Analytic Perspective on Heterogeneity in Adult Marine Turtle Survival Rates.” Scientific Reports 8, no. 1 (April 2018): 5852. With I. Stacy, J. R. Perrault, H. R. Martins, and A. B. Bolten. “Blood Analytes of Oceanic-Juvenile Loggerhead Sea Turtles (Caretta caretta) from Azorean Waters: Reference Intervals, Size- Relevant Correlations and Comparisons to Neritic Loggerheads from Western Atlantic Coastal Waters.” Conservation Physiology 6, no. 1 (Feb. 2018): coy006. Percentage of time devoted to LAC studies: 75% Distinctions: 2017 Archie F. Carr Medal for turtle conservation efforts
BLAKE, John G. Year of Appointment: 2011 Title/Department: Professor, Wildlife Ecology and Conservation Tenure Status: Tenured Education: BA, Prescott College, Ecology, 1974; MS, University of Nevada Las Vegas, Ecology, 1977; PhD, University of Illinois, Ecology, Ethology, & Evolution, 1983 Academic Experience: Assistant, Associate, Full Professor, Department of Biology, University of Missouri-St. Louis, 1993-2010 Number of Theses Supervised During Past 5 Years: 7 Languages: Spanish (3) Research/Teaching Interests: Tropical Ecology; Avian Ecology; Reproductive Behavior of Manakins (Aves: Pipridae) Overseas Experience: Argentina, Bolivia, Colombia, Costa Rica, Ecuador, Panama, Rwanda Number of Recent Publications: 25 With D. Mosquera, B. A. Loiselle, K. Swing, and D. Romo. “Long-Term Variation in Abundance of Terrestrial Mammals and Birds in Eastern Ecuador as Measured by Photographic Rates and Occupancy Estimates.” Journal of Mammalogy 98, no. 4 ( Aug. 2017): 1168-78. With B. A. Loiselle. “Long-Term Changes in Composition of Bird Communities at an “Undisturbed” Site in Eastern Ecuador.” Wilson Journal of Ornithology 128, no. 2 (2016): 255-67. Percentage of time devoted to LAC studies: 100%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A8 PR/Award # P015A180146 Page e97 BOHLMAN, Stephanie A. Year of Appointment: 2011 Title/Department: Assistant Professor, Forest Resources and Conservation Tenure Status: Tenure-track Education: BA, New College, Sarasota, Environmental Studies, 1991; MA, University of Washington, Forest Resources, 1995; PhD, University of Washington, Forest Resources, 2004 Academic Experience: Postdoctoral Research, Ecology and Evolutionary Biology, Princeton University, 2005-2010 Number of Theses Supervised During Past 5 Years: 14 Languages: Spanish (3), Portuguese (3) Research/Teaching Interests: Forest Ecology; Remote Sensing; Tropical Forest Ecology and Conservation; Land Use/ Land Cover Change Number of Courses: 3 Forest Ecology; Tropical Forestry; Advanced Remote Sensing Overseas Experience: Panama, Brazil, Mexico Number of Recent Publications: 17 With C.I. Farrior, S. Hubbell and S.W. Pacala. “Dominance of the Suppressed: Power-Law Size Structure in Tropical Forests.” Science 351, no. 6269 (2016): 155-57. With S. W Rifai, J. D. Urquiza Muñoz, R. Tello, R. Negrón-Juarez, et al. “Differential Tree Mortality from Catastrophic Wind Disturbance Augments Estimation of Landscape Necromass in the Amazon.” Ecological Society of America 26, no. 7 (Oct. 2016): 2225-37. With F. A. Prado, S. Athayde, J. Mossa, F. Leite, et al. “How Much is Enough? An Integrated Examination of Energy Security, Economic Growth and Climate Change Related to Hydropower Expansion in Brazil.” Renewable and Sustainable Energy Reviews 53 (Jan. 2016): 1132-36. Percentage of time devoted to LAC studies: 100%
BOWEN, Walter T. Year of Appointment: 2007 Title/Department: Director, International Programs, Institute of Food and Agricultural Sciences Tenure Status: Non-tenure track Education: BS, Clemson University, Plant Sciences, 1976; MS, Cornell University, Agronomy, 1983; PhD, Cornell University, Agronomy, 1987 Academic Experience: Resident Representative and Senior Scientist, IFDC – An International Center for Soil Fertility and Agricultural Development, Asia Division, Dhaka, Bangladesh, 2004-07; Program Leader and Senior Scientist, Soil and Nutrient Dynamics Program, Resource Development Division, IFDC, Muscle Shoals, Alabama, 2002-04 Languages: Portuguese (4), Spanish (4) Research/Teaching Interests: Soil Science; Water Productivity Overseas Experience: Ecuador, Haiti, Brazil Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A9 PR/Award # P015A180146 Page e98 BRANCH, Lyn C. Year of Appointment: 1990 Title/Department: Professor, Wildlife Ecology and Conservation Tenure Status: Tenured Education: BS, Mississippi State University, Zoology, 1975; MS, Miami University, Zoology, 1977; PhD, University of California, Berkeley, Wildland Resource Science, 1989 Academic Experience: Expedition leader for Argentina, University of California Research Expeditions Program, March and Dec. 1985, July 1986, and 1987; Visiting Scientist, Argentine National Park Service, Department of Natural Resources of La Pampa Province and National University of La Pampa, Argentina, January 1985-August 1987 Number of theses supervised during past 5 years: 14 Languages: Spanish (4), Portuguese (3) Research/Teaching Interests: Conservation Biology; Behavioral Ecology; Landscape Ecology; Ecology and Conservation of Mammals, Conservation of Latin American Ecosystems Overseas Experience: Argentina, Brazil, Chile Number of Recent Publications: 9 With M. Nunez-Regueiro, R. J. Fletcher, G. A. Maras, E. Derlindati, et al. “Spatial Patterns of Mammal Occurrence in Forest Strips Surrounded by Agricultural Crops of the Chaco Region, Argentina.” Biological Conservation 187 (July 2015): 19-25. With S. Espinosa and R. Cueva. “Road Development and the Geography of Hunting by an Amazonian Indigenous Group: Consequences for Wildlife Conservation. PLoS ONE 9, no. 12 (Dec. 2014): e114916. Percentage of time devoted to LAC studies: 75% Distinctions: UF Senior Faculty Award, 2011; Distinguished Service Award in Wildlife Conservation and Management, Dirección de Recursos Naturales, La Pampa Province, Argentina; Award for contributions to building the wildlife profession and conservation programs in Argentina, 2010
BRANHAM, Marc A. Year of Appointment: 2003 Title/Department: Associate Professor, Entomology and Nematology Tenure Status: Tenured Education: BS, University of Kansas at Lawrence, Organismal Biology, 1992; MA, University of Kansas at Lawrence, Entomology, 1995; PhD, Ohio State University, Entomology, 2002 Academic Experience: Postdoctoral Fellow, American Museum of Natural History, New York, 2002-03 Number of Theses Supervised During Past 5 Years: 9 Languages: Spanish (1) Research/Teaching Interests: Systematics and Signal Evolution of Fireflies; Firefly Fauna of the Caribbean Overseas Experience: Costa Rica, Cuba, Dominican Republic Number of Resent Publications: 2 “Beetles (Coleoptera) of Peru: A Survey of the Families. Lampyridae.” Journal of the Kansas Entomological Society 88, no. 2 (April 2015): 248-50. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A10 PR/Award # P015A180146 Page e99 BRAYLAN, Susana E. Year of Appointment: 1997 Title/Department: Senior Lecturer, Spanish and Portuguese Studies/Coordinator, Bilingual Program Tenure Status: Non-tenure track Education: AA, Santa Fe Community College, 1980; BA, University of Florida, Spanish, 1983; MA, University of Florida, Spanish Literature, 1990 Academic Experience: Spanish Teacher, K-5, Gainesville Country Day School, 1992-97 Languages: Spanish (5), French (3) Research/Teaching Interests: Study Abroad Number of Courses: 1 SPN 3451: Spanish Translation Overseas Experience: Argentina, Spain Percentage of time devoted to LAC studies: 50%
BRENNER, Mark Year of Appointment: 1988 Title/Department: Professor, Geological Sciences; Director, Land Use and Environmental Change Institute Tenure Status: Tenured Education: BA, Grinnell College, Biology, 1973; MS, University of Florida, Zoology, 1978; PhD, University of Florida, Zoology, 1983 Academic Experience: 1983-1988, Florida State Museum, University of Florida, Post-Doctoral Research Associate. Number of Theses Supervised During Past 5 Years: 6 Languages: Spanish (4) Research/Teaching Interests: Limnology; Paleolimnology; Tropical ecology; Human-Environment Interactions Number of Courses: 4 GLY 4930: Tropical Ecology; GLY 4930: Humans and the Environment of the Yucatan Peninsula (taught in Yucatan, Mexico); PCB 5307: Limnology; GLY 6932: Paleolimnology Overseas Experience: Belize, Bolivia, Brazil, Cambodia, China, Colombia, Cuba, Dominican Republic, Ecuador, Guatemala, Haiti, Madagascar, Mexico, Panama, Peru, Venezuela Number of Recent Publications: 18 With J. Mays, J. H. Curtis, K. V. Curtis, D. A. Hodell, A.Correa-Metrio, et al. “Stable Carbon Isotopes (δ13C) of Total Organic Carbon and Long-Chain n-Alkanes as Proxies for Sediment Core from Lake Petén-Itzá, Guatemala.” Journal of Paleolimnology 57, no. 4 (April 2017): 307-19. With K. A. Díaz, L. Pérez, A. Correa-Metrio, J.F. Franco-Gaviria, et al. “Holocene Environmental History of Tropical, Mid-Altitude Lake Ocotalito, Mexico, Inferred from Ostracodes, and Non- Biological Indicators.” The Holocene 27, no. 9 (2017): 1308-17. Percentage of time devoted to LAC studies: 70% Distinctions: Menção Honrosa Prêmio Harald Sioli, 2013; Edward S. Deevey Award, Florida Lake Management Society, 2013
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A11 PR/Award # P015A180146 Page e100 BROADBENT, Eben N. Year of Appointment: 2016 Title/Department: Assistant Professor, School of Forest Resources and Conservation Tenure Status: Tenure Track Education: BA, University of Vermont, Botany, 2000; MS, University of Florida, Forest Resources and Conservation, 2005; PhD, Stanford University, Biology, 2012 Academic Experience: Assistant Professor, Department of Geography, University of Alabama, Tuscaloosa, Alabama, 2014-16; Postdoctoral Fellow, Stanford Woods Institute for the Environment, Stanford University, 2012-14. Number of Theses Supervised During Past 5 Years: 10 Number of Courses: 2 FOR 3156: Forest Ecology; SUR 6934: Drone Ecology Languages: Spanish (4), French (2), Portuguese (2) Research/teaching Interests: Remote Sensing; Conservation Biology; Geospatial Analysis; New Spatial Technology; Sustainability Science; Tropical Ecology Overseas Experience: Mexico, Costa Rica, Peru, Bolivia, Brazil, Indonesia Number of Recent Publications: 10 With A. M. Almeyda Zambrano, G. P. Asner, M. Soriano, C. B. Field, et al. “Integrating Stand and Soil Property to Understand Foliar Nutrient Dynamics During Forests Succession Following Slash- and-Burn Agriculture in the Bolivian Amazon.” PLoS One (Feb. 2014). Percentage of time devoted to LAC studies: 25%
BROADWAY, Kenneth L. Year of Appointment: 1997 Title/Department: Professor, Music Tenure Status: Tenured Education: BM, University of Georgia, Music Education, 1988; MM, University of Georgia, Music Performance, 1990; DMA, University of Georgia, Music Performance/Theory, 1996 Academic Experience: Assistant Professor of Percussion and Assistant Director of Bands, University of South Dakota, Vermillion, SD, 1994-97; Instructor of Percussion, Augusta State University, Augusta, GA, 1991-94; Director of Bands, Augusta State University, Augusta, GA, 1992-93 Number of Theses Supervised During Past 5 Years: 12 Research/Teaching Interests: Steel Drum History and Performance; Music for Percussion and Saxophone Languages: Spanish (2) Number of Courses: 6 MUE 2470: Percussions Skills; MUL 4460: Percussion Literature Seminar; MUN 1491/MUN 6816: Steel Drum Ensemble; MUN 1440/6445: Percussion Ensemble; Overseas Experience: Trinidad Number of Recent Publications (Performances): 1 Steel Drum Performance at the Percussive Arts Society International Convention (2017) Percentage of time devoted to LAC studies: 50%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A12 PR/Award # P015A180146 Page e101 BROADWELL, George A. Year of Appointment: 2015 Title/Department: Elling Eiden Professor, Anthropology Tenure Status: Tenured Education: BA, Harvard University, Linguistics, 1983; MA, University of California, Los Angeles, Linguistics, 1986; PhD, University of California, Los Angeles, Linguistics, 1990 Academic Experience: Professor Department of Anthropology, University at Albany, State University of New York, 2005-2015 ; Associate Professor, Department of Anthropology, University at Albany, State University of New York, 1997-2005; Visiting Associate Professor, Department of Linguistics, University of California, Los Angeles, 1997-1998 Number of Theses Supervised During Past 5 Years: 2 Research/Teaching Interests: Linguistic Anthropology; Syntactic Theory, Language, and Cognition; American Indian Languages; Choctaw; Timucua; Copala Triqui; and Zapotec Number of Courses: 2 ANT 3620: Language and Culture; ANG 5621: Linguistic and Cultural Anthropology Proseminar Languages: Spanish (5), Zapotec (5), French (2), German (2) Overseas Experience: Mexico Number of Recent Publications: 11 With Alejandra Dubcovsky. “Writing Timucua: Recovering and Interrogating Indigenous Authorship.” Early American Studies: An Interdisciplinary Journal 15, no. 3 (Jan. 2017): 409-41. Percentage of time devoted to LAC studies: 50%
BROWN, Myra L. Year of Appointment: 1990 Title/Department: Associate Professor, Political Science Tenure Status: Tenured Education: BA, Winthrop College, History, 1973; MAT, University of South Carolina, Early Modern European History (1400-1789)/Education, 1978; PhD, University of South Carolina, International Studies, 1988 Academic Experience: Leverhulme Research Scholar at the University of Keele; Visiting Scholar at the University of Warwick in Great Britain Number of Theses Supervised During Past 5 Years: 3 Number of Courses: 2 INR 2001: Introduction to International Relations; INR 4531: Politics of the European Union Languages: French (2) Research/teaching Interests: Global Political Economy; Comparative Regionalism Overseas Experience: Belgium, The Netherlands, United Kingdom, Chile Number of Recent Publications: 1 “European Union Environmental Governance in Transition---Effective? Legitimate? Ecologically Rational? Special Issue on Climate Management.” Journal of International Organizations Studies 4, no. 1 (2013): 109-26. Percentage of time devoted to LAC studies: 25% Distinctions: Fulbright European Union Research Fellow, affiliated with the Environmental Committee of the European Parliament, 1996
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A13 PR/Award # P015A180146 Page e102 BRUNA, Emilio Year of Appointment: 2002 Title/Department: Professor, Center for Latin American Studies and Wildlife Ecology and Conservation Tenure Status: Tenured Education: BS, University of California, San Diego, Ecology, Behavior, and Evolution, 1994; MS, University of California, San Diego, Biology, 1995; PhD, University of California, Davis, Population Biology, 2001 Academic Experience: NSF Minority Postdoctoral Fellow, Biological Dynamics of Forest Fragments Project Instituto Nacional de Pesquisas da Amazônia – Smithsonian Institution, 2001-2002 Number of theses supervised during past 5 years: 18 Languages: Spanish (5), Portuguese (5) Research/Teaching Interests: Plant Population and Community Ecology; Tropical Conservation and Development; Plant-Animal Interactions; Scientometrics; Science and Science Policy in Latin America Number of Courses: 4 WS 3434: Tropical Wildlife; WS 6934: Plant-Animal Interactions; WS 6291: Fundraising for Tropical Conservation and Development Professionals; WS 6934: Scientific Writing and Publication Workshop Overseas Experience: Brazil, Costa Rica, Mexico Number of Recent Publications: 8 With A. N. Costa and H. L. Vasconcelos. “Biotic-Drivers of Plant Early-Recruitment Success: Selective Herbivory by Leaf-Cutter Ants as an Ecological Filter in Neotropical Savannas. Journal of Ecology 105, no. 1 (2017): 132-41. With F. M. Mundim. “Climate Change and Plant-Herbivore Interactions: A Meta-Analysis of Experimental Studies.” The American Naturalist 88, S1 (2016): 74-89. Percentage of time devoted to LAC studies: 100% Distinctions: University of Florida Academy of Distinguished Teaching Scholars, 2014; Outstanding Paper Award, International Association for Landscape Ecology-US Chapter, 2012; Graduate Advisor & Teacher of the Year, UF College of Agricultural and Life Sciences, 2011
BURKHARDT, Robert J. Year of Appointment: 1991 Title/Department: Professor, Agriculture and Natural Resource Ethics and Policy; Professor, Food and Resource Economics Tenure Status: Tenured Education: BA, Florida State University, Philosophy, 1973; MA, Florida State University, Philosophy, 1977; PhD, Florida State University, Philosophy, 1979. Academic Experience: Assistant Professor, Philosophy, University of Kentucky, 1982-1985; Visiting Assistant Professor, Philosophy, University of Kentucky, 1979-1982 Number of theses supervised during past 5 years: 14 Research/Teaching Interests: Values and Ethics in the Global Food System Number of Courses: 2 AEB 4126: Agriculture and Natural Resource Ethics; AEB 4242: International Trade Policy Overseas Experience: Latin America Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A14 PR/Award # P015A180146 Page e103 BUSCHBACHER, Robert J. Year of Appointment: 2002 Title/Department: Associate In, Forest Resources and Conservation; Program Coordinator, Amazon Conservation Leadership Initiative Tenure Status: Non-tenure track Education: BA, Cornell University, Biology, 1976; PhD, University of Georgia, Ecology, 1984 Academic Experience: Co-principal investigator for Man and the Biosphere project in Pará, Brazil, 1984- 1985; Fulbright Fellow at the Center for Research on the Humid Tropics, Brazilian Agricultural Research Agency (EMBRAPA-CPATU), Belém, Pará, Brasil, 1985-1986 Number of Theses Supervised During Past 5 Years: 3 Languages: Portuguese (4), Spanish (3) Research/Teaching Interests: Tropical Conservation and Development; Management of Protected Areas and their Buffer Zones; Community-Based Conservation; Collaborative Management of Natural Resources; governance Number of Courses: 2 LAS 6291: Conservation Entrepreneurship; LAS 6291: Overseas Experience: Brazil, Venezuela, Peru, Mexico, Bolivia, Guatemala, Costa Rica Percentage of time devoted to LAC studies: 100%
BUSEY, Christopher L. Year of Appointment: 2017 Title/Department: Assistant Professor of Curriculum, Teaching and Teacher Education/School of Teaching and Learning Tenure Status: Tenure track Education: BA, University of Florida, Political Science, 2006; MA, University of Central Florida, Social Science Education, 2009; PhD, University of Central Florida, Social Science Education, 2013 Academic Experience: Assistant Professor, Texas State University, 2014-2017; Assistant Professor, Kent State University, 2013-2014 Number of Theses Supervised During Past 5 Years: 4 Languages: Spanish (4) Research/Teaching Interests: Afro-Latin American History and Citizenship Education in Latin America and the U.S.; Intersections of African-American and Afro-Latinx Racial Thought in Latin America and the U.S.; Racial Politics of Education for African-American and Afro-Latinx Communities Overseas Experience: Spain Number of Recent Publications: 5 “Más que esclavos y mulatt@s: An Examination of the Treatment of Afro-Latin@s in U.S. High School World History Textbooks.” Journal of Latinos and Education (2017). DOI: 10.1080/15348431.2017.1386102 Percentage of time devoted to LAC studies: 50% Distinctions: American Educational Research Association Social Studies SIG, Outstanding Paper Award, 2018; Presidential College Award for Scholarly/Creative Activities, College of Education, Texas State University, 2017; Presidential Distinction Award for Service, College of Education Texas State University, 2016
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A15 PR/Award # P015A180146 Page e104 CABAÑAS, Kaira M. Year of Appointment: 2015 Title/Department: Associate Professor in Global Modern and Contemporary Art, School of Art and Art History Tenure Status: Tenured Education: BA cum laude, Duke University, Comparative Area Studies, 1995; MA, Yale University, History of Art, 2000; PhD, Princeton University, Art and Archaeology, 2007 Academic Experience: Visiting Professor & Researcher, Departamento de Letras, Pontifical Catholic University of Rio de Janeiro, Brazil, 2013-2015; Lecturer and Director of MA in Modern Art: Critical and Curatorial Studies Affiliate faculty, Film Studies MA, Columbia University, New York, 2009-2013; Lecturer and Mellon Postdoctoral Fellow, Columbia University, New York, 2007-2009 Number of Theses Supervised During Past 5 Years: 7 Languages: Portuguese (4), French (3), Spanish (4), German (3) Research/Teaching Interests: Modern and Contemporary Art in the Americas and Europe; Aesthetic and Cultural Debates Number of Courses: 1 ARH 447: Late 20th Century Art Overseas Experience: Europe, Latin America Number of Recent Publications: 5 Learning from Madness: Brazilian Modernism and Global Contemporary Art. Chicago: University of Chicago Press, forthcoming, 2018. Percentage of time devoted to LAC studies: 50% Distinctions: Fellow, Clark Art Institute, Summer Collaborative Working Group, Summer 2017; Creative Capital | Warhol Foundation Arts Writers Grant 2014 (Book Award), 2015–April 2016; Pesquisador Visitante (PV), Departamento de Auxílios e Bolsas / FAPERJ, 2013–2015
CARTER, Douglas R. Year of Appointment: 1993 Title/Department: Professor, Forest Resources and Conservation Tenure Status: Tenured Education: BS, Texas A & M University, Forest Management, 1985; MS, Texas A & M University, Forest Economics and Policy, 1989; PhD, University of Georgia, Forest Resource Economics and Management, 1993 Academic Experience: University of Florida, 1993-Present Number of Theses Supervised During Past 5 Years: 4 Languages: Portuguese (1) Research/Teaching Interests: Forest Economics and Management Overseas Experience: Brazil Number of Recent Publications: 8 With L.B. Fortini and D.R. Carter. “The Economic Viability of Smallholder Timber Production Under Expanding Açaí Palm Production in the Amazon Estuary.” Journal of Forest Economics 20 (2014):223-235. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A16 PR/Award # P015A180146 Page e105 CELESTE, Manoucheka Year of Appointment: 2016 Title/Department: Assistant Professor, Center for Gender, Sexualities, and Women’s Studies Research; Assistant Professor, African American Studies Tenure Status: Tenure track Education: BS, University of Florida, Journalism, 2003; MA, University of Florida, Journalism, 2005; PhD, University of Washington, Communication and Graduate Certificate in Feminist Studies, 2011 Academic Experience: Assistant Professor, University of Nevada, 2013-2016; Provost Postdoctoral Scholar, University of South Florida, 2011-2013. Languages: Haitian Creole (5); Spanish (4) Research/Teaching Interests: Cultural Studies; African Diaspora Studies; Caribbean Studies; Feminist Media Studies; Black Feminisms; Women of Color Feminisms, and Feminist Cultural Studies Number of Courses: 3 WST 3930: Gender, Race, and Sex in Media; WST 3920: Black Feminism/ Womanist Theory Overseas Experience: Haiti, Jamaica Number of Recent Publications: 5 Race, Gender, and Citizenship in the African Diaspora: Travelling Blackness. New York, NY: Routledge Press, 2017. Percentage of time devoted to LAC studies: 50%
COADY, Maria R. Year of Appointment: 2003 Title/Department: Associate Professor, Teaching and Learning Tenure Status: Tenured Education: BS, University of New Hampshire, International Perspectives/Business Administration, 1989; M.Ed, Boston University, Language, Literacy and Cultural Studies, 1994; PhD, University of Colorado at Boulder, Social, Bilingual, and Multicultural Foundations of Education, 2001 Academic Experience: Brown University. Consultant, EFL curriculum development, 2002; Roger Williams University. Adjunct Faculty, School of Education, Spring 2003; Lesley University. Adjunct Faculty, School of Education, 2002; Rhode Island College. Adjunct Faculty, School of Education, Fall 2002; Northern Essex Community College. Instructor of Spanish, 1992-1993. Number of Theses Supervised During Past 5 Years: 30 Languages: Spanish (3); French (2) Research/Teaching Interests: Bilingualism; Language, Literacy and Education among Latino Immigrant Families and Children; Preparing Teachers for English Learner Students Number of Courses: 4 TSL 4324: ESOL Strategies for the Content Area Teacher; EDF 6812: Comparative Education; EDG 4930: Comparative and International Education; TSL 6440: Testing/Evaluation ESOL Number of Recent Publications: 13 With D. Heffington and N. Marichal. “Shifting Sands in Florida: Rural Perspectives on Immigration, Education, and Undocumented Youth under the Incoming Trump Administration.” Berkley Review in Education. Conversations (2017). Percentage of time devoted to LAC studies: 35%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A17 PR/Award # P015A180146 Page e106 COFFEY, Amy Jo Year of Appointment: 2006 Title/Department: Associate Professor, Telecommunication Tenure Status: Tenured Education: BA, Saint Olaf College, Political Science/Biology, 1992; MA, Ohio State University, Journalism, 1997; PhD, University of Georgia, Mass Communication, 2007 Academic Experience: Graduate Teaching Assistant, Department of Telecommunications, University of Georgia, 2005-2006; James M. Cox, Jr. Center for International Mass Communication Training and Research, University of Georgia, 2003-2005; Lecturer in Electronic Media, Berry College, 2001-2003 Number of Theses Supervised During Past 5 Years: 18 Languages: Spanish (3) Research/Teaching Interests: Media Management and Economics; Audience Analysis; Hispanic Audiences and Language; Ethnic and Non-English Speaking Audiences in the U.S. Number of Courses: 5 RTV 4500: Telecommunication Programming; RTV 6801: Telecommunication Management; RTV 6508: Audience Analysis; MMC 6936: Understanding Audiences Overseas Experience: Costa Rica Number of Recent Publications: 9 “The Power of Cultural Factors in Spanish-Language Advertising.” Journal of Advertising Research 54, no. 3 (2014): 346-55. Percentage of time devoted to LAC studies: 25% Distinctions: Named Fulbright Specialist, 2017-2020; Awarded Term Professorship (3 years) through pre-eminence initiative, University of Florida 2017-2020
COLVERSON, Kathleen E. Year of Appointment: 2014 Title/Department: Associate Director, IFAS Global Tenure Status: Non-Tenure track Education: BS, Northern Arizona University, Zoology/Journalism, 1977; M Ag, Oregon State University, Animal Nutrition, Veterinary Medicine, Range Management, 1982; PhD, Cornell University, Adult and Agricultural Education and Extension, 1996 Academic Experience: International Livestock Research Institute (ILRI), Senior Social Scientist, Gender, 2012-2014; Associate Director, Program Development, University of Florida, 2010-2012; Associate Professor, State University of New York, 1987-1996 Number of Theses Supervised During Past 5 Years: 10 Languages: Spanish (4) Research/Teaching Interests: Gender and Agricultural Systems; Participatory Facilitation Overseas Experience: East Africa, Central America, Southeast Asia, Caribbean, Middle East Number of Recent Publications: 18 “Integrating Family Dynamics into Agricultural Extension: A Gender Perspective.” Integrating Gender and Nutrition into Agricultural Extension Services (INGENAES, 2017). Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A18 PR/Award # P015A180146 Page e107 COMERFORD, Nicholas B. Year of Appointment: 1980 Title/Department: Professor Emeritus, Soil and Water Science Tenure Status: Tenured Education: BS, University of Illinois, Forestry, 1974; MS, University of Minnesota, Forest Soils, 1976; PhD, State University of New York, Forest Soils, 1980 Academic Experience: Professor Visitante, Departamento do Solos, Universidade Federal de Viçosa, Brazil, 1996-1997; Visiting Scientist, Forestry Research Institute, Rotorua, New Zealand, 1986-1987; Instructor, Department of Forestry, State University of New York, Syracuse, 1980 Number of Theses Supervised During Past 5 Years: 4 Languages: Portuguese (3) Research/Teaching Interests: Soil-Root Interactions; Nutrient Uptake Modeling; Tree Nutrition; Soil Fertility; Soil Degradation; Tropical Forest Soils Number of Courses: 1 SWS 4932/6932: Forest & Soil Ecosystem Services Overseas Experience: Brazil, Colombia Number of Recent Publications: 8 With H. Hall, Y. Li, H. Popenoe, and V. Baligar. “Cover Crops Alter Phosphorus Soil Fractions and Organic Matter Accumulation in a Peruvian Cacao Agroforestry System.” Agroforestry Systems 80 (2010): 447-55. Percentage of time devoted to LAC studies: 50%
CRANE, Jonathan H. Year of Appointment: 1987 Title/Department: Professor and Associate Director, Horticultural Sciences Tenure Status: Tenured Education: BS, Oregon State University, Horticultural Science, 1981; MS, University of Florida, Horticultural Science, 1984; PhD, University of Florida, Horticultural Science, 1987 Academic Experience: University of Florida, 1987-Present Languages: Spanish (1) Research/Teaching Interests: Sustainable Irrigation and Nutrient Management for Tropical Fruit Groves; Plant Iron Nutrition; Plant Stress Physiology; Development of Papaya Ringspot Virus Resistant Papaya Cultivars Overseas Experience: Barbados, Belize, Brazil, Chile, Colombia, Costa Rica, Ecuador, Egypt, Dominica, Domincan Republic, Grenada, Guam, Guatemala, Guyana, Haiti, Honduras, Israel, Jamaica, Malaysia, Mexico, Myanmar, Peru, Puerto Rico, Spain, St. Lucia, St. Vincent, Trinidad-Tobago, Venezuela Number of Courses: 1 HOS 5555: Tropical Fruit Production and Research Number of Recent Publications: 13 With J. H. Crane, E. A. Evans, D. Carrillo, R. C. Ploetz, et al. “The Potential for Laurel Wilt to Threaten Avocado Production Is Real.” Proc. VIII World Avocado Congress, Lima, Perú (2015). Percentage of time devoted to LAC studies: 25% Distinctions: The President’s Volunteer Service Award - Bronze, Corporation for National and Community Service, The White House, Washington, D.C. (2015).
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A19 PR/Award # P015A180146 Page e108 CROOK, Larry Year of Appointment: 1990 Title/Department: Professor, School of Music; Area Head Musicology/Ethnomusicology, College of Fine Arts Tenure Status: Tenured Education: BA, University of Texas, Music, 1975; MM, University of Texas, Ethnomusicology, 1981; PhD, University of Texas, Ethnomusicology, 1991 Academic Experience: Director, University of Texas Brazilian Music Ensemble, 1988-90; Professional Musician and Music Instructor, Austin, Texas, 1971-1989 Number of theses supervised during past 5 years: 10 Languages: Portuguese (4), Spanish (2) Research/Teaching Interests: Brazilian and Caribbean Area/Music; Social Action/Music; and National Sentiment; Music and Race; Brazilian Percussion Overseas Experience: Brazil, Nigeria Number of Recent Publications: 2 “Echoes of the Northeast: Luiz Gonzaga and the Soundscape of Música Nordestina.” Review: Literature and the Arts of the Americas 49, no. 92/93 (2016): 49-55. Percentage of time devoted to LAC studies: 50%
CUDA, James P. Year of Appointment: 1998 Title/Department: Professor, Entomology & Nematology Tenure Status: Tenured Education: BS, Southern Illinois University- Carbondale, Zoology, 1973; MS, Southern Illinois University- Carbondale, Zoology, 1976; PhD, Texas A&M University, Entomology, 1983 Academic Experience: Fulbright Scholar, Scientific Mobility Program, 2014-2016; Instructor, Annual Plant Camp, Center for Aquatic and Invasive Plants, 2006-2011 Number of Theses Supervised During Past 5 Years: 5 Research/Teaching Interests: Classical and Augmentative Biological Control of Aquatic and Terrestrial Weeds in Florida and the South-Eastern United States Number of Courses: 1 ALS 4162/6935: Consequences of Biological Invasions Overseas Experience: Africa, Argentina, Brazil, Canada, France, Guadeloupe, India, Mexico, Nicaragua, Paraguay Number of Recent Publications: 18 With W. A. Overholt, P. Hidayat, B. L. Ru, K. Takasu. “Potential Biological Control Agents for Management of Cogongrass (Cyperales: Poaceae) in the Southeastern USA.” Florida Entomological Society 99, no. 4 (2016): 734-39. Percentage of time devoted to LAC studies: 25% Distinctions: Recipient of the ESA Southeastern Branch Award for Excellence in Integrated Pest Management, 91st Annual Meeting of the Southeastern Branch of the ESA, Memphis, TN, 2017; National Achievement Award/Innovative Program, Tropical Soda Apple Biological Control Extension Program, Association of Natural Resources Extension Professionals (Team Member), 2015
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A20 PR/Award # P015A180146 Page e109 DAIN, Jonathan L. Year of Appointment: 2001 Title/Department: Lecturer, Center for Latin American Studies Tenure Status: Non-tenure track Education: BA, University of Rhode Island, Anthropology/Spanish, 1983; MA, University of Florida, Anthropology, 1991 Academic Experience: Coordinator, Conserving Biodiversity from the Andes to the Amazon: Community Conservation with a Gender Perspective, University of Florida. Funded by MacArthur Foundation, 2000-2001; Regional Coordinator, MERGE [Managing Ecosystems and Resources with Gender Emphasis], University of Florida, Funded by USAID and MacArthur Foundation, 1995-1997; Field Coordinator, PESACRE Project [Agroforestry Systems Research and Extension Group of Acre] University of Florida (Acre, Brazil). Funded by USAID, 1993-1995; Program Associate, IFAS International Training Division, 1991-1992; Technical Trainer/Cross-Cultural Skills Trainer, U.S. Peace Corps., 1987-1991; Extension Agent, U.S. Peace Corps. Beekeeping Extension, 1984-1986 Languages: Portuguese (4), Spanish (4) Research/Teaching Interests: Tropical Conservation and Development; Conflict Management; Facilitation Skills; mediation; Multi-Stakeholder Collaboration and Public Deliberation; Natural Resources leadership; Leadership Communication; Adult and Experiential Learning; Behavior Change Number of Courses: 4 LAS 6291: Communication and Leadership Skills for Development Practice Overseas Experience: Brazil, Mexico, Paraguay, Argentina Percentage of time devoted to LAC studies: 50%
DE JONG, Ester Year of Appointment: 2001 Title/Department: Professor, School of Teaching and Learning; Director, School of Teaching and Learning Tenure Status: Tenured Education: BA, Tilburg University, Linguistics and Literature Studies; MA, Tilburg University, Linguistics and Literature Studies, 1990; EdD, Boston University, Literacy, Language, and Cultural Studies, 1996 Academic Experience: Assistant Bilingual Director, Framingham Public Schools, 1996-2001; Lecturer, Harvard University, 2001 (Spring); Lecturer, Simmons College, 2000 (Fall); Instructor, Framingham State College Extension Course 2000 (Spring) Research/Teaching Interests: Two-Way Bilingual Education; Integrated Models for Language Minority Schooling; Educational Language Policy; Teacher Preparation for Bilingual Students Number of Courses: 3 TSL 4100/5142: ESOL Curriculum, Methods & Assessment: Early Childhood Number of Recent Publications: 8 With Z. Li, A. Zafar, and C. Wu. “Language Policy in Multilingual Contexts: Revisiting Ruiz’s ‘Language-As-Resource’ Orientation.” Bilingual Research Journal 39, no. 3-4 (2016): 200-12. Percentage of time devoted to LAC studies: 50% Distinctions: Award for Excellence in Research on Bilingual Education, ATDLE, 2013
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A21 PR/Award # P015A180146 Page e110 DEFRANCE, Susan D. Year of Appointment: 2001 Title/Department: Professor, Anthropology Tenure Status: Tenured Education: BA, Louisiana State University, Anthropology, 1982; MA, University of Florida, Anthropology, 1988; PhD, University of Florida, Anthropology, 1993 Academic Experience: Archaeologist, Corpus Christi Museum of Science and History and Adjunct Assistant Professor, Texas A&M University- Corpus Christi 1996-1998; Visiting Assistant Professor, University of Montana, 1994-1996 Number of Theses Supervised During Past 5 Years: 10 Languages: Spanish (3) Research/Teaching Interests: Zooarchaeology; Environmental Archaeology; Coastal Adaptations; Historical Archaeology; Central Andes and Caribbean Number of Courses: 4 Archeology of Maritime Adaptations; Food and Culture; Anthropological Museology Overseas Experience: Peru, Bolivia, Mexico, Caribbean Number of Recent Publications: 9 With M. E. Moseley and B. Vining. “Droughts, Floods, and Farming at Quebrada Tacahuay from Late Prehispanic to Colonial Times.” Ñawpa Pacha (2017). Percentage of time devoted to LAC studies: 100% Distinctions: National Geographic Society Field Grant, 2018-2019
DEGENNARO, Vincent Year of Appointment: 2013 Title/Department: Assistant Professor, Division of Infectious Disease and Global Medicine Tenure Status: Tenure track Education: BSc, University of Notre Dame, Science Pre-professional Studies cum laude, 2002; MPH, University of Miami, Concentration Epidemiology, 2006; MD, University of Miami, Medicine, 2008 Academic Experience: Director of Internal Medicine, Project Medishare, 2012-2016; Instructor, Department of Global Health and Social Medicine, Harvard Medical School, 2011-2012 Languages: Spanish (5), Haitian Creole (5), French (3), Italian (3) Research/Teaching Interests: Public Health; Health Attitudes Overseas Experience: Haiti, Dominican Republic, Honduras, Nicaragua, Puerto Rico, Rwanda, Uganda Number of Recent Publications: 10 With K. McCurdy and K. Taylor. “A National Cervical Cancer Screening Program in Haiti.” Annals of Global Health 83, no. 1 (January-February 2017): 94 –109. With A. Gomez, S. H. George, I. M. Reis, E. Santamaria, et al. “Presentation, Treatment, and Outcomes of Haitian Women With Breast Cancer in Miami and Haiti: Disparities in Breast Cancer—A Retrospective Cohort Study.” Journal of Global Oncology 3, no. 4 (2016): 389-99. With E. Santamaria, G. Tillyard, J. Bernard, and K. Taylor. “Breast and Cervical Cancer Screening and Treatment in Low and Middle-Income Countries.” Internal Med Review 2, no. 9 (2016). Percentage of time devoted to LAC studies: 50%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A22 PR/Award # P015A180146 Page e111 DINOPOULOS, Elias Year of Appointment: 1988 Title/Department: Professor, Economics Tenure Status: Tenured Education: BA, Harvard College, Economics, 1979; MA, Columbia University, Economics, 1980; M. Phil., Economics, Columbia University, 1982; PhD, Columbia University, Economics, 1985 Academic Experience: Assistant Professor of Economics, Department of Economics, Michigan State University, 1984-1988; Visiting Assistant Professor of Economics, Department of Economics, Brown University, 1983-1984 Research/Teaching Interests: International Economics; Economic Growth and Technological Change; Economic Development Number of Courses: 6 LAS 6295/5676: Latin American Business Economics; ECO 4104: Competitive Strategies in Expanding Markets; ECO 3704: International Trade; International Business Economics Number of Recent Publications: 4 “A Simple Model of Quality Heterogeneity and International Trade.” Journal of Economic Dynamics and Control 37, no. 1 (2013): 68-83. Percentage of time devoted to LAC studies: 25%
DOS SANTOS, Silvio J. Year of Appointment: 2007 Title/Department: Associate Professor, Music Tenure Status: Tenured Education: BM, Faculdade Santa Marcelina, Guitar Performance, 1989; GPC, The Boston Conservatory, Guitar Performance, 1993; MM, The Boston Conservatory, Guitar Performance, 1997; PhD, Brandeis University, Musicology, 2003 Academic Experience: Assistant Professor of Musicology, Youngstown State University, 2003-2007; Instructor, Fundamentals of Music, Brandeis University, 2000 (Fall); Teaching Fellow, Music History Survey, Brandeis University, 1998 (Fall) and 2000 (Spring) Number of Theses Supervised During Past 5 Years: 7 Languages: Portuguese (5), Spanish (4) Research/Teaching Interests: Brazilian Music and Culture; Heitor Villa-Lobos; Latin American Guitar Music and Composers; 20th Century Latin American Music and the Arts; Indigenism in Brazilian Music and the Arts Overseas Experience: Brazil Number of Recent Publications: 4 Translation of “Gabino Palomares: A History of Canto Nuevo in Mexico” by Claudio Palomares Salas. Music and Politics vol. 12, no. 1 (2018). Percentage of time devoted to LAC studies: 50% Distinctions: University of Florida Term Professorship, 2017-2019; Open Access Editorial Service Award, University of Florida Libraries, 2012
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A23 PR/Award # P015A180146 Page e112 DURYEA, Mary Year of Appointment: 1985 Title/Department: Professor Emerita, School of Forest Resources and Conservation Tenure Status: Tenured Education: BS, University of California, Berkeley, Conservation of Natural Resources, 1972; MS, University of California, Berkeley, Wildland Resource Science, 1974; PhD, Oregon State University, Forest Science, 1981 Academic Experience: Editor-in-Chief for the international journal New Forests, 1986-1996 Research/Teaching Interests: Hurricanes; Tree Protection; Tropical Conservation Overseas Experience: Caribbean Number of Recent Publications: 2 With E. Kampf, R. C. Littel, and C. D. Rodríguez-Pedraza. “Hurricanes and the Urban Forest: II. Effects on Tropical and Subtropical Tree Species.” Arboriculture and Urban Forestry 33, no. 2 (2007). Percentage of time devoted to LAC studies: 25%
DUTKA-GIANELLI, Jynessa Year of Appointment: 2012 Title/Department: Postdoctoral Research Associate, School of Forest Resources and Conservation Tenure Status: Non-tenure track Education: MS, University of Florida, Fisheries and Aquatics Sciences, 1999; PhD, Florida Institute of Technology, Biological Sciences, 2010 Academic Experience: University of Florida, 2012-Present Research/Teaching Interests: Biodiversity; Ecosystem Ecology; Marine Ecology; Fisheries Sciences and Management Overseas Experience: Amazon Number of Recent Publications: 5 With R. Paperno and D. Tremain. “Seasonal Variation in Nekton Assemblages in Tidal and Nontidal Tributaries in a Barrier Island Lagoon System.” Estuaries and Coasts (March 2018). With A. Ribeiro, C. Doria, G. Torrente-Vilara, and H. Alves. “Temporal Fish Community Responses to Two Cascade Run-of-River Dams in the Madeira River, Amazon Basin: Fish Responses to Amazon Run-of-River Dams.” Ecohydrology 10, no. 8 (2017): e1889. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A24 PR/Award # P015A180146 Page e113
DWYER NAVAJAS, Kathryn V. Year of Appointment: 1999 Title/Department: Senior Lecturer, Spanish and Portuguese Studies Tenure Status: Non-tenure track Education: BA, University of Florida, Spanish, 1993; MA, Johns Hopkins University, Hispanic and Italian Studies, 1997; ABD, Johns Hopkins University Academic Experience: Graduate Teaching Assistant, Johns Hopkins University, 1993-1998 Languages: Spanish (4) Research/Teaching Interests: Oral History; Spanish-Speaking Immigrants to Florida Number of Courses: 6 SPN 1130: Beginning Spanish I; SPN 1131: Beginning Spanish II; SPN 3414: Advanced Spanish Conversation 2; SPN 3948: Spanish Service Learning; SPN 2200: Intermediate Spanish I; SPN 1182: Elementary Spanish: Review and Progress Overseas Experience: Argentina, Dominican Republic, Cuba, Spain, Mexico Percentage of time devoted to LAC studies: 50% Distinctions: Superior Achievement Award for Community Service, University of Florida, 2013
EMERY, Kitty F. Year of Appointment: 2001 Title/Department: Associate Curator, Environmental Archaeology, Florida Museum of Natural History Tenure Status: Tenured Education: BS, Trent University, 1986; MA, University of Toronto, Archaeology, 1990; MA, Cornell University, Environmental Archaeology, 1993; PhD, Cornell University, Archaeology, 1997 Academic Experience: Assistant Professor, State University of New York at Potsdam, 1997-2001 Number of Theses Supervised During Past 5 Years: 5 Languages: Spanish (3) Research/Teaching Interests: Archaeology of Ancient Environments of Mesoamerica; Ancient Maya Animal Use Number of Courses: 2 ANG 6120C/ANT 4147C: Environmental Archaeology; ANG 6930: Data Quality in Maya Zooarchaeology Overseas Experience: Belize, Guatemala, Honduras Number of Recent Publications: 3 “Aguateca Animal Remains.” In Life and Politics at the Royal Court of Aguateca: Artifacts, Analytical Data, and Synthesis, edited by Takeshi Inomata and Daniela Triadan. University of Utah Press, 2014. Percentage of time devoted to LAC studies: 100% Distinctions: National Science Foundation Archaeology Program, 2012, 2013
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A25 PR/Award # P015A180146 Page e114 ESCOBEDO, Francisco J. Year of Appointment: 2006 Title/Department: Associate Professor, Forest Resources and Conservation Tenure Status: Tenured Education: BS, Agriculture-Soil Science, New Mexico State University, 1994; MS, Watershed Management, University of Arizona, 1998; PhD, Forest Resources Management, Environmental and Natural Resources Policy, State University of New York, 2004 Academic Experience: Visiting Professor, Universidad del Rosario, Grupo de Ecología Funcional y Ecosistémica, Bogotá, Colombia, 2013-2014; Forest Soil Scientist and Air Resource Coordinator, USDA Forest Service, 2004 -2006 Number of Theses Supervised During Past 5 Years: 11 Languages: Spanish (5), Portuguese (3) Research/Teaching Interests: Urban and Community Forestry and Ecology; Management; Ecosystem Services of Forested Ecosystems Overseas Experience: Chile, Mexico, Colombia, Argentina, China, Italy, Sri Lanka Number of Recent Publications: 8 “Socio-Ecological Dynamics and Inequality in Bogotá, Colombia’s Public Urban Forests and Their Ecosystem Services.” Urban Forestry and Urban Greening 15, no. 1 (2015): 1040-53. Percentage of time devoted to LAC studies: 25% Distinctions: Steering Committee Member, Development of guidelines for urban and peri-urban forestry management for municipalities, Food and Agricultural Organization of the United Nations, 2009
ESSEGBEY, James Year of Appointment: 2005 Title/Department: Associate Professor, Languages, Literatures and Cultures Tenure Status: Tenured Education: BA, University of Ghana, Linguistics & French, 1988; Cand. Philologiae, N.T.N.U, Norway, Linguistics, 1994; PhD, Leiden University, The Netherlands, Linguistics, 1999 Academic Experience: Postdoctoral Fellow, Research School for Asian, African and Amerindian Studies (CNWS), Leiden University, 2003-2004; Postdoctoral Fellow, University of Leiden Center for Linguistics, 2000-2003; Lecturer in African Linguistics, Leiden University, 1998-1999 Number of Theses Supervised During Past 5 Years: 5 Languages: French (3) Research/Teaching Interests: Investigating the Influence of the Gbe Languages of West Africa in Surinam Creoles; African Elements in the Americas Number of Courses: 3 SST 2501: African Elements in the Americas; SSA: 4903 Africanisms in the Americas Overseas Experience: Surinam, Ghana, The Netherlands Number of Recent Publications: 5 With B. Migge and D. Winford. “Cross-Linguistic Influence in Language Creation: Assessing the Role of the Gbe Languages in the Formation of the Creoles of Surinam.” Lingua 129 (2013):1-8. With M. van den Berg and M. vd Vate. “Possibility and Necessity Modals in Gbe and Surinamese Creoles.” Lingua 129 (2013): 67-95. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A26 PR/Award # P015A180146 Page e115 EVANS, Edward A. Year of Appointment: 2004 Title/Department: Professor, Agricultural Economics Tenure Status: Tenured Education: BS, University of the West Indies, Agriculture, 1979; MS, University of the West Indies, Agricultural Economics, 1982; PhD, University of Florida, Food and Resource Economics,1999 Academic Experience: Senior Economist, Caribbean Agricultural Research and Development Institute, 1991-1995; Economist, Caribbean Community Secretariat, 1983-1991; Assistant Lecturer, University of West Indies, 1982-1983 Research/Teaching Interests: International Trade and Development; Caribbean Agro-Economic Issues; Food and Nutrition Issues; Invasive Species and Pest Risk Analysis Overseas Experience: Barbados, Belize, Dominica, Grenada, Guyana, Montserrat, St. Lucia, St. Vincent, Trinidad and Tobago Number of Recent Publications: 17 With F. H. Ballen. “Testing for Oligopsony Power in the US Green Skin Avocado Market.” Journal of Agricultural & Food Industrial Organization 14, no. 1 (2016): 43-50. With R. Ploetz. “Export and Subsistence Bananas: Future Production Issues.” Horticultural Reviews 43 (2015): 311-45 Percentage of time devoted to LAC studies: 25%
FELIMA, CRYSTAL A. Year of Appointment: 2017 Title/Department: Postdoctoral Fellow in Caribbean Studies Data Curation, George A. Smathers Libraries Tenure Status: Non-tenure track Education: BA, University of South Carolina, African American Studies, 2008; MPS, Cornell University, Africana Studies, 2010; PhD, University of Florida, Anthropology, 2017 Academic Experience: University of Florida, 2017-Present Languages: Haitian Creole (5) Research/Teaching Interests: Environmental crises; disaster risk and vulnerability; structural inequalities; the state, gender; religion and belief systems; the Caribbean and the US Number of Courses: 5 AFA 2000: Introduction to African American Studies; ANT 2410: Introduction to Cultural Anthropology; ANT 3930: Anthropology of Disasters; ANT 3241: Anthropology of Religion Overseas Experience: Haiti Number of Recent Publications: 2 “Economics in Vodou: Haitian Women, Entrepreneurship, and Agency.” In Vodou in Haitian Memory: The Idea and Representation of Vodou in Haitian Imagination. Edited by Celucien Joseph and Nixon S. Cleophat. Lanham, MD: Lexington, 2016. “African American-Haitian Blan: Negotiating Identity through Fieldwork Experiences in Northern Haiti.” Anthropology News 54, no. 1-2 (2013):13-14. Percentage of time devoted to LAC studies: 100%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A27 PR/Award # P015A180146 Page e116 FERREIRA, Andrea C. Year of Appointment: 2016 Title/Department: Lecturer of Portuguese and Portuguese Lower Division Coordinator, Department of Spanish and Portuguese Studies Tenure Status: Non-Tenure track Education: BA, History, University of Florida, 2004; MA, Brazilian Studies, University of Florida, 2009; PhD Candidate, Latin American History, expected graduation date: August 2018 Academic Experience: Language Evaluator, Celpe-Bras Portuguese Proficiency Test, University of Florida, 2016 Languages: Portuguese (5), Spanish (5) Pedagogy Training: Romance Languages Teaching Methods Course, UF, Fall 2007; Instructor of English, Hamlet School of Languages, Petrópolis, RJ, Brazil, 2004-2007 Research/Teaching Interests: Brazilian Literature and History; Race and Nation-Building in Brazil and Latin America; Gilberto Freyre; Machado de Assis; Cultural Studies; Portuguese Language; Transnational History Number of Courses: 11 POR 1130: Beginning Portuguese 1, POR 113: Beginning Portuguese 2, POR 3010: Accelerated Introduction to Portuguese and Brazil, POR 3224: Peoples of Brazil (FLAC section) Overseas Experience: Brazil Percentage of time devoted to LAC studies: 100% Distinctions: Calvin A. VanderWerf Award, Most Outstanding Teaching Assistant, University of Florida, 2008-2009
FLETCHER, Robert Year of Appointment: 2007 Title/Department: Associate Professor, Wildlife Ecology and Conservation Tenure Status: Tenured Education: BA, University of Colorado, Environmental, Organismal, and Population Biology, 1996; PhD, Iowa State University, Ecology and Evolutionary Biology, 2003 Academic Experience: Research Assistant Professor, University of Montana, 2006-2007; Postdoctoral Associate, University of Montana, 2003-2005 Number of Theses Supervised During Past 5 Years: 29 Languages: Spanish (3) Research/Teaching Interests: Landscape and Spatial Ecology; Conservation Biology; Population and Community Ecology; Animal Behavior; Quantitative Modeling; Ornithology; Statistics. Number of Courses: 3 WIS 4203C: Landscape Ecology and Conservation Overseas Experience: Ecuador, Swaziland, Malaysia, India Number of Recent Publications: 22 With C. E. Cattau, C. W. Miller, R. T. Kimball, and W. M. Kitchens. “Rapid Morphological Change of a Top Predator with the Invasion of a Novel Prey.” Nature Ecology and Evolution 2 (2018):108-15. With W. A. Chaves and K. E. Sieving. “Avian Responses to Reduced-Impact Logging in the Southwestern Brazilian Amazon.” Forest Ecology and Management 384 (2017):147-156. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A28 PR/Award # P015A180146 Page e117 FLOCKS, Joan D. Year of Appointment: 2003 Title/Department: Director, Social Policy, Center for Governmental Responsibility, Levin College of Law; Co-Director, Law & Policy in the Americas Program Tenure Status: Non-tenure track Education: BS, University of Florida, Journalism, 1982; MA, University of Florida, Latin American Studies, 1988; JD, University of Florida, 1991 Academic Experience: Field Project Director, Together for Agricultural Safety, National Institute of Environmental Health Science, 1997-2003; Research Assistant, Walter Reed Army Institute of Research and University of Florida project, 1987-1988; English Teacher, Port-Au-Prince, Haiti, 1983 Number of Theses Supervised During Past 5 Years: 3 Languages: Spanish (3), Haitian Creole (2) Research/Teaching Interests: Poverty Law; Social Justice Lawyering; Environmental Justice; Florida Immigrant Communities Number of Courses: 2 LAW 6812: Poverty Law, LAW 6816: Social Justice Lawyering Overseas Experience: Haiti, Costa Rica, Argentina Number of Recent Publications: 7 With T. A. Arcury, S. Gabbard, B. Bell, V. Casanova, et al. “Collecting Comparative Data on Farmworker Housing and Health: Recommendations for Collecting Housing and Health Data Across Places and Time.” New Solutions 25, no. 256 (2015). Percentage of time devoted to LAC studies: 25%
FLORY, S. Luke Year of Appointment: 2011 Title/Department: Associate Professor, Agronomy Department Tenure Status: Tenured Education: BA, DePauw University, Biological Sciences, 2001; MS, Indiana University, Environmental Science: Applied Ecology, 2003; PhD, Indiana University, Ecology and Evolutionary Biology, 2008 Academic Experience: Postdoctoral Fellow, Center for Research in Environmental Sciences, Indiana University, 2010-2011; Postdoctoral Research Associate, Department of Biology, Indiana University, 2008-2010 Number of Theses Supervised During Past 5 Years: 11 Research/Teaching Interests: Mechanisms of Plant Invasions across Different Ecosystems; Long-Term Effects of Plant Invasions on Native Communities; Biogeographic Comparisons of Invasive Plants in Native and Introduced Ranges; Interactions of Plant Invasions with Global Climate Change Overseas Experience: Colombia, Costa Rica, Cuba, Galapagos Islands, China Number of Recent Publications: 14 With G. Rivas-Torres and B. Loiselle. “Plant Community Composition and Structural Characteristics of an Invaded Forest in the Galápagos.” Biodiversity and Conservation 27, no. 329 (2018). With C. Alba, K. Clay, R. Holt, and E. Goss. “Emerging Pathogens Can Suppress Invaders and Promote Native Species Recovery. Biological Invasions 20, no. 5 (2018). Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A29 PR/Award # P015A180146 Page e118 FRAISSE, Clyde W. Year of Appointment: 2007 Title/Department: Associate Professor, Agricultural and Biological Engineering Tenure Status: Tenured Education: BS, Universidade Federal do Parana, Civil Engineering and Cartography, 1982; MS, Catholic University of Leuven, Agricultural Engineering, 1988; PhD, Colorado State University, Agricultural and Chemical Engineering, 1994 Academic Experience: Assistant Professor, Department of Biological Systems Engineering, Washington State University, 2002-2003; Senior Research Scientist, Cargill, Inc., Minneapolis, Minnesota, 1998-2002 Number of Theses Supervised During Past 5 Years: 18 Languages: Portuguese (5), French (2), Spanish (2) Research/Teaching Interests: Agrometeorology; Agroclimatology; Climate Variability and Change Overseas Experience: Brazil, Paraguay, Kenya, Ethiopia, Mozambique Number of Recent Publications: 24 With C. P. Boechat Soares, F. De Castro Neto, S. N. De Olivera Neto, et al. “Greenhouse Gas Emissions and Carbon Sequestration by Agroforestry Systems in Southeastern Brazil.” Scientific Reports 7 (2017). With D. Barreto, D. Dourte, E. Gelcer, C. Staub, et al. “Gridded, Monthly Rainfall and Temperature Climatology for El Nino Southern Oscillation Impacts in the United States.” International Journal of Climatology 37 (2017): 2200-08. Percentage of time devoted to LAC studies: 25%
FROSCH, Joan D. Year of Appointment: 1995 Title/Department: Professor, Department of Theatre & Dance, Co-founder and Director, Center for World Arts Tenure Status: Tenured Education: BFA, California Institute of the Arts, Humanities, 1973; MA, Teachers College, Columbia University, Dance Education, 1996; CMA, Laban Institute of Movement Studies, Movement Analysis, 1995; PhD, Texas Woman’s University, Dance, 2011 Academic Experience: Has taught on the faculties of the University of Maryland, the State University of New York at Stony Brook, Wesleyan University, Rotterdamse Dansacademie in the Netherlands, the International School of Beijing and co-founded, Africa Contemporary Arts Consortium (TACAC) Number of Theses Supervised During Past 5 Years: 2 Languages: French (3), Spanish (3), Dutch (3) Research/Teaching Interests: African Dance; Modern Dance; Jazz Dance Overseas Experience: Benin, Burkina Faso, Cameroon, Cote d’Ivoire, Ghana, Nigeria, Senegal, Togo Number of Recent Publications (Selected Publications): “A Global View: Dance Appreciation for the 21st Century.” Journal of Physical Education, Recreation and Dance 62, no. 3 (2013): 60-66. Percentage of time devoted to LAC studies: 25% Distinctions: University of Florida President's Humanitarian Award, 2003; Faculty Achievement Recognition, 2007; the College of Fine Arts International Educator of the Year Award, 2008; University of Florida International Educator of the Year Award (2008).
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A30 PR/Award # P015A180146 Page e119 FUSCO, Juliana Year of Appointment: 2016 Title/Department: Professor, the Banks Preeminence Chair in Art, School of Art & Art History Tenure Status: Tenured Education: BA, Brown University, Literature and Society/Semiotics, magna cum laude, 1982; MA, Stanford University, Modern Thought and Literature, 1985; PhD, Middlesex University, Published Works, Art and Visual Culture, 2007 Academic Experience: MLK Visiting Scholar, Massachusetts Institute of Technology, 2014-2015; Distinguished Chair in Visual Arts, Fundaçao Armando Alvares Penteado, Sao Paulo (Fulbright Appointment), 2014; Associate Professor, Fine Arts, Parsons The New School for Design, 2008-2013 Number of Theses Supervised During Past 5 Years: 2 Languages: Spanish (5), French (2) Research/Teaching Interests: Art; Visual Culture; Cuban Art/Cinema Overseas Experience: Brazil, Cuba, Mexico Number of Recent Publications: 2 Dangerous Moves: Performance and Politics in Cuba. London: Tate Publishing, 2015. Percentage of time devoted to LAC studies: 50% Distinctions: Center for Humanities and the Public Sphere Grant, University of Florida, 2017; Rockefeller Brothers Fund, Grant for book translation/publication, 2016; Greenfield Prize, 2016; CINTAS Fellowship, 2014
GALLOWAY, Glenn Year of Appointment: 2011 Title/Department: Director, Master of Sustainable Development Practice Program Tenure Status: Non-tenure track Education: BS, Colorado State University, Forest Biology, 1976; MF, University of British Columbia, Forest Genetics, 1978; PhD, University of Washington, Forest Resources, 1991 Academic Experience: Director of the Education Division and Dean of the Graduate School Tropical Agricultural Research and Higher Education Center (CATIE), 2003-2011; Research Assistant, Department of Natural Resources, University of Washington, 1988-1991 Number of Theses Supervised During Past 5 Years: 2 Languages: Spanish (5) Research/Teaching Interests: Forestry and Sustainable Development; Plantation Forestry and Agroforestry; Multi-Stakeholder Processes in the Context of Development Number of Courses: 3 LAS 6938/AFS 6905: Development Administration; LAS 6940 /AFS 6905: Design and Methods of Sustainable Development Practice; LAS 6938/AFS 6905: Conservation and Development Practicum Overseas Experience: Colombia, Peru, Ecuador, Costa Rica, Guatemala, Honduras, Nicaragua, El Salvador, Panama, Belize Number of Recent Publications: 10 With W. de Jong, P. Katila, and P. Pacheco. “Incentives and Constraints of Community and Smallholder Forestry. Forests 7, no. 9 (2016): 209. Percentage of time devoted to LAC studies: 100%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A31 PR/Award # P015A180146 Page e120 GALVAN-MIYOSHI, Yankuic Year of Appointment: 2016 Title/Department: Postdoctoral Associate, Center for Latin American Studies Tenure Status: Non-tenure track Education: BS, Universidad Nacional Autónoma de México, Biology, 2004; MS, Universidad Nacional Autónoma de México, Environmental Sciences, 2008; PhD, Michigan State University, Geography, 2016 Academic Experience: Adjunct Assistant Scientist, Department of Geography, University of Florida, 2014-2016; Teaching Assistant, Department of Geography, Michigan State University, 2012-2014 Languages: Spanish (5) Research/Teaching Interests: Economic Geography; GIS Science; Statistics Number of Courses: 1 GEO 3502: Economic Geography Overseas Experience: Mexico Number of Recent Publications: 1 With R. Walker and B. Warf. “Land Change Regimes and the Evolution of the Maize-Cattle Complex in Neoliberal Mexico.” Land 4, no. 3 (2015): 754-77. Percentage of time devoted to LAC studies: 100% Distinctions: National Science Foundation Research Grant, 2016-2020; University Distinguished Fellowship, Michigan State University, 2011-2015
GALVÃO, Klibs Year of Appointment: 2010 Title/Department: Associate Professor, Food Animal Reproduction and Medicine, Large Animal Clinical Sciences Tenure Status: Tenured Education: DVM, Federal University of Goias, Brazil, Veterinary Medicine, 2002; MPVM, UC-Davis, Epidemiology, 2005; Residency, UC-Davis, Dairy Production Medicine, 2006; PhD, Cornell University, Comparative Biomedical Sciences, 2009. Academic Experience: Auxiliary Assistant Professor, Department of Veterinary Preventive Medicine, Ohio State University, 2009-2010 Number of Theses Supervised During Past 5 Years: 13 Languages: Portuguese (5), Spanish (4) Research/Teaching Interests: Reproductive Physiology and Management; Dairy Production Medicine; Economics of the Dairy Enterprise; Transition Cow Immunology; Immunology and Microbiology of the Uterus in Dairy Cows; Uterine Diseases; Treatment of Uterine Diseases; Neonatology Overseas Experience: Brazil, Mexico Number of Recent Publications: 23 With F. Cunha, S. J. Jeon, R. Daetz, A. Vieira-Neto, et al. “Quantifying Known and Emerging Uterine Pathogens, and Evaluating Their Association with Metritis and Fever in Dairy Cows.” Theriogeneology 114 (March 2018): 25-33. With S. J. Jeon, F. Cunha, A. Vieira-Neto, R. C. Bicalho, et al. “Blood As a Route of Transmission of Uterine Pathogens from the Gut to the Uterus in Cows.” Microbiome 5, no. 1 (Aug. 2017): 109. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A32 PR/Award # P015A180146 Page e121 GARRET, Karen Year of Appointment: 2015 Title/Department: Lecturer, Institute for Sustainable Food System Tenure Status: Non-tenure track Education: BS, Purdue University, International Agronomy, 1985; MS, Colorado State University, Plant Pathology and Weed Science, 1991; MS, Colorado State University, Statistics, 1992; PhD, Oregon State University, Botany and Plant Pathology, 2000 Academic Experience: Professor, Department of Plant Pathology, Kansas State University, 2010-2015; Associate Professor, Department of Plant Pathology, Kansas State University, 2005-2010; Statistician, Savannah River Ecology Lab, University of Georgia, 1991-1996 Research/Teaching Interests: Systems Analysis of Seed Health; Crop Disease Management and Microbes Overseas Experience: Bolivia Number of Recent Publications: 24 With Buddenhagen, C. E., Nopsa, J. F., Andersen, K. F., Andrade-Piedra, J., Forbes, G. A., Kromann, P., Garrett, K. A. (2017). “Epidemic Network Analysis for Mitigation of Invasive Pathogens in Seed Systems: Potato in Ecuador.” Phytopathology,107(10), 1209-1218. Percentage of time devoted to LAC studies: 25%
GEGGUS, David P. Year of Appointment: 1983 Title/Department: Professor, History Tenure Status: Tenured Education: BA, Oxford University, Modern History, 1971; MA, London University, Modern History, 1972; MA, Oxford University, Modern History, 1976; PhD, University of York, History, 1979 Academic Experience: Hartley Research Fellow, Southampton University, 1980-1982; Junior Research Fellow, Wolfson College, 1976-1980 Number of theses supervised during past 5 years: 9 Languages: French (5), Haitian Creole (2), Portuguese (2), Spanish (2) Research/Teaching Interests: Caribbean History; Slavery Number of Courses: 5 LAH 4471: Caribbean History to 1800; LAH 4473: France in the Caribbean; LAH 3931: History of Haiti; LAH 4472: Modern Caribbean; LAH 4930: Slavery in the Atlantic World Overseas Experience: Dominican Republic, Guatemala, Haiti, Jamaica, Puerto Rico Number of Recent Publications: 9 “Slavery and the Haitian Revolution.” In Cambridge World History of Slavery, edited by D. Eltis, S. Engerman and S. Drescher, vol. 4. New York: Cambridge University Press, 2017. “The Louisiana Purchase and the Haitian Revolution.” In The Haitian Revolution and the Early U.S.: Histories, Geographies, Textualities, edited by E. M. Dillon and M. Drexler. Philadelphia: University of Pennsylvania Press, 2016. Percentage of time devoted to LAC studies: 100% Distinctions: Nathan Huggins lectureship, Harvard University, 2016; Choice “Outstanding Academic Title,” award for The Haitian Revolution: A Documentary History, 2015
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A33 PR/Award # P015A180146 Page e122 GENDREAU, Brian Year of Appointment: 2009 Title/Department: Clinical Professor, Department of Finance, Insurance and Real Estate Tenure Status: Non-tenure track Education: BA, Northwestern University, Economics, 1973; MA, Johns Hopkins School of Advanced International Studies (concentration in Latin American Studies), 1976; PhD, The Wharton School, University of Pennsylvania, Business Economics, 1990 Academic Experience: Adjunct Professor, Finance Department, New York University, 1989-2009; Lecturer, Finance Department, The Wharton School, University of Pennsylvania, 1983-1985 Number of Theses Supervised During Past 5 Years: 2 Languages: Spanish (4), French (3) Research/Teaching Interests: Emerging Financial Markets; Financial Crises Number of Courses: 3 Latin America Business Environment; Emerging Markets Finance; International Finance Overseas Experience: Latin America and the Caribbean Number of Recent Publications: 3 With T. McLendon. Latin American Business Environment Report (19th ed.). Gainesville, FL: UF Center for Latin American Studies, 2018. With T. McLendon. Latin American Business Environment Report (18th ed.). Gainesville, FL: UF Center for Latin American Studies, 2017. Percentage of time devoted to LAC studies: 50% Distinctions: Richardson Faculty Fellow, Warrington College of Business International Educator of the Year, Fall 2015.
GIL, Antonio C. Year of Appointment: 1986 Title/Department: Lecturer, Spanish and Portuguese Studies; Assistant to the Chair and Administrative Coordinator of the Beginning Spanish Program Tenure Status: Non-tenure track Education: BA, University of Oregon, Romance Languages (Italian-Spanish), 1972; MA, University of Oregon, Romance Languages (Italian-Spanish), 1974 Academic Experience: Lecturer, Ohio State University, 1978-1981 Languages: Spanish (5), Italian (5) Research/Teaching Interests: Elementary and Intermediate, Advanced Conversation and Composition Syntax in Spanish; Spanish American Culture and Civilization; Commercial Spanish Number of Courses: 8 SPN 1130: Beginning Spanish 1; SPN 1131: Beginning Spanish 2; SPN 3300: Grammar and Composition 1; SPN 3301: Grammar and Composition 2; SPN 1134: Accelerated Spanish; SPN 4420/6315: Advanced Composition and Syntax; SPN 2201: Intermediate Spanish 2; SPN 3700: Introduction to Spanish Linguistics Percentage of time devoted to LAC studies: 75%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A34 PR/Award # P015A180146 Page e123 GILLESPIE, Susan D. Year of Appointment: 2001 Title/Department: Professor, Anthropology Tenure Status: Tenured Education: BA, University of Maryland, Anthropology, 1974; MA, University of Alabama, Anthropology, 1977; PhD, University of Illinois at Urbana-Champaign, Anthropology, 1983 Academic Experience: Associate Professor, Anthropology, University of Illinois, U-C, 2000-2001; Assistant Professor, Anthropology, University of Illinois, U-C 1994-2000; Assistant Professor of Anthropology, Illinois State University, 1983-1990 Number of Theses Supervised During Past 5 Years: 9 Languages: Spanish (3), French (1) Research/Teaching Interests: Mesoamerican Archaeology; Ethnohistory; Iconography Number of Courses: 2 ANT 3162: Aztec Civilization; ANT 4168: Maya Civilization Overseas Experience: Mexico Number of Recent Publications: 6 “Journey’s End (?): The Travels of La Venta Offering 4.” In Things in Motion: Object Itineraries in Anthropological Practice, edited by R. A. Joyce and S. D. Gillespie. Santa Fe, NM: School of Advanced Research Press, 2015. Percentage of time devoted to LAC studies: 100% Distinctions: Presidential Certificate, American Anthropological Association, for service as Chair of the AAA Task Force on Cultural Heritage 2015; Elizabeth Wood Dunlevie Honors Term Professor, University of Florida, 2013-2014
GINWAY, M. Elizabeth Year of Appointment: 1997 Title/Department: Associate Professor, Spanish and Portuguese Studies Tenure Status: Tenured Education: BA, Smith College, Comparative Literature, 1981; MA, Vanderbilt University, Spanish, 1986; PhD, Vanderbilt University, Spanish and Portuguese, 1989 Academic Experience: Visiting Assistant Professor of Spanish, Emory University, 1994-1995; Assistant Professor of Portuguese, University of Georgia, 1989-1993 Number of theses supervised during past 5 years: 2 Languages: Portuguese (5), Spanish (4), French (3) Research/Teaching Interests: 19th & 20th Century Brazilian Literature and Culture; Latin American Science Fiction; Crime Fiction; Portuguese Language Number of Courses: 6 POW 4700: Machado de Assis; POW 4930: Brazilian Crime and Detective Fiction Overseas Experience: Brazil, Mexico Selected Publications: 9 “A ficção científica no Brasil e no México: especulações preliminares.” Com ciência: Revista eletrônica de jornalismo científico. Dossiê 190. 9 de julho de 2017. Percentage of time devoted to LAC studies: 100% Distinctions: Liberal Arts and Sciences Scholarship Enhancement Award Summer B, 2016; Voted Lit. Professor of the Year by Graduate Students of SPS, 2014
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A35 PR/Award # P015A180146 Page e124 GOLDMAN, Abraham Year of Appointment: 2004 Title/Department: Associate Professor, Department of Geography Tenure Status: Tenured Education: BA, Harvard University, Economics, 1969; MA, Clark University, Geography, 1984; PhD, Clark University, Geography, 1986 Academic Experience: Visiting scholar, Center for African and Asian Area Studies, Kyoto University, Kyoto, Japan, 1999; Rockefeller Foundation Fellow, International Institute of Tropical Agriculture (IITA), Ibadan, NIGERIA, 1986-1988 Research/Teaching Interests: Global Environmental and Social Change Number of Courses: 5 GEO 2420: Introduction to Human Geography; GEO 3370: Conservation Resource; GEO 3930: Population/Resources/Environment; GEO 4938/6938: Food and Agriculture in Africa; GEO 6118: Contemporary Geographic Thought Overseas Experience: Africa, Latin America Number of Recent Publications: 5 With J. Salermo, C. A. Chapman, J. E. Diem, et al. “Park Isolation in Anthropogenic Landscapes: Land Change and Livelihoods at Park Boundaries in the African Albertine Rift.” Regional Environmental Change 18, no. 3 (March 2017): 913-28. Percentage of time devoted to LAC studies: 25%
GRAVLEE, Clarence C. Year of Appointment: 2006 Title/Department: Associate Professor, Anthropology Tenure Status: Tenured Education: BA, University of Florida, Anthropology, 1996; MA, University of Florida, Anthropology, 1998; PhD, University of Florida, Anthropology, 2002 Academic Experience: Assistant Professor, Department of Anthropology, Florida State University, 2003- 2006 Languages: Spanish (4) Research/Teaching Interests: Medical Anthropology; Social Inequalities in Health; Ethnicity, Race, and Racism; Qualitative and Quantitative Research Methods Number of Courses: 3 ANG 6481: Research Methods Cognitive; ANG 6905: Medical Anthropology Journal Club; ANT 2301: Human Sexuality and Culture Overseas Experience: Bolivia Number of Recent Publications: 9 With M. Kagawa Singer, W. W. Dressler, S. George, and NIH Expert Panel. “Culture: The Missing Link in Health Research.” Social Science and Medicine 170 (2016): 237-46. With R. Bernard, eds. Handbook of Methods in Cultural Anthropology. New York: Rowman & Littlefield, 2015. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A36 PR/Award # P015A180146 Page e125 GUERRA, Lillian Year of Appointment: 2010 Title/Department: Associate Professor, Cuban & Caribbean History Tenure Status: Tenured Education: BA, History and Spanish, Dartmouth College 1992; MA Latin American Studies, University of Wisconsin-Madison, 1993; PhD, Latin American History (Modern) University of Wisconsin-Madison, 2000 Academic Experience: Assistant Professor of Caribbean & Latin American History, Department of History, Yale University, 2004-2010; Assistant Professor of Latin American History, Department of History, Bates College, 2000-2004; Lecturer, University of Wisconsin-Madison, 1999 Number of Thesis Supervised During Past 5 Years: 10 Languages: Spanish (5); Portuguese (3) Research/Teaching Interests: 19th & 20th Century Cuba; Caribbean Diasporas; 19th & 20th Century Puerto Rico; Comparative Caribbean History; US Foreign Policy toward Latin America Number of Courses: 6 LAH 4930: Latin American Cold War; LAH 3725: Black Caribbean; LAH 3931: History of Gender & Sexuality in Latin America; LAH 3931: History of Cuba & Puerto Rico; LAH 3931/ JST 3930: Jewish Diaspora of Latin America; LAH 3931: Cuban Revolution Overseas Experience: Mexico, Cuba, Puerto Rico, Ecuador, India, Russia, France, England Number of Recent Publications: 15 Heroes, Martyrs & Political Messiahs in Revolutionary Cuba, 1946-1958. New Haven: Yale University Press, 2018. “Lo Mismo que hay que separar la Iglesia del Estado, hay que separar la política de la academia.” Entrevista a Carmelo Mesa-Lago. Cuban Studies 46 (2017): 313-30. “Trump Tells Puerto Ricans to be ‘Proud’ that They Aren’t Dead.” History News Network (2017). “What Happens in Cuba After Fidel?” Huffington Post (2015). “Former Slum-dwellers, the Communist Youth and the Oscar Lewis Project in Cuba.” Cuban Studies/Estudios Cubanos 43 (2015): 67-89. Percentage of time devoted to LAC studies: 100%
GURUCHARRI, Maria C. Year of Appointment: 1991 Title/Department: Chair and Associate Professor, Landscape Architecture Tenure Status: Tenured Education: BLA, University of Florida, 1978; MLA, Harvard University, 1988 Academic Experience: Lecturer, School of Continuing Studies, Johns Hopkins University, 1990-1991; Instructor, Urban Design, University of North Carolina at Chapel Hill, 1990 Number of theses supervised during past 5 years: 7 Languages: Spanish (5) Research/Teaching Interests: Venues where advocacy and team process accommodate diversity and multiplicity Number of Courses: 2 LAA 2360C: Principles of Landscape Architecture; LAA 1920: Introduction to Landscape Architecture Overseas Experience: Guatemala, Honduras, Costa Rica, Belize, Barbados Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A37 PR/Award # P015A180146 Page e126
HAMAN, Dorota Z. Year of Appointment: 1985 Title/Department: Professor and Chair, Agricultural and Biological Engineering Tenure Status: Tenured Education: BS, University of Warsaw, Poland, Mathematics, 1973; MS, Michigan State University, Agricultural Engineering, 1980; PhD, Michigan State University, Agricultural Engineering, 1983 Academic Experience: Instructor, Department of Agricultural Engineering, Michigan State University, 1983-1984; Graduate Research and Teaching Assistant, Department of Agricultural Engineering and Department of Mathematics, Michigan State University, 1977-1983 Languages: Spanish (4) Overseas Experience: South and Central America Research/Teaching Interests: Evaluation and Demonstration of Water Conservation/Irrigation Systems in Containerized Production of Ornamental Plants; Development of Crop Coefficients of Specialty Crops in Florida Percentage of time devoted to LAC studies: 25%
HANSON, Rebecca A. Year of Appointment: 2017 Title/Department: Assistant Professor, Department of Sociology & Criminology and Center for Latin American Studies Tenure Status: Tenure track Education: BA, University of Montevallo, Sociology Summa cum Laude with Honors, 2006; MA, University of Chicago, Social Sciences, 2008; PhD, University of Georgia, Sociology, 2017 Academic Experience: University of Florida, 2017-Present Number of Theses Supervised During Past 5 Years: 1 Languages: Spanish (4) Research/Teaching Interests: Crime and Citizen Security; Political Sociology; Human Rights; Global Studies; Urban Sociology; Social Movements and Citizen Participation; Gender; Qualitative Methods Number of Courses: 4 CCJ 4934/SYA 4930: Policing the Americas; LAS 4935/6938: Crime and Violence in Latin America; LAS 4935/6938: Law and Order in Latin America; SYA 7933: Qualitative Methods Overseas Experience: Venezuela, Colombia Number of Recent Publications: 4 With P. Lapegna “Popular Participation and Governance in Kirchner’s Argentina and Chavez’s Venezuela: Recognition, Incorporation, and Supportive Mobilisation.” Journal of Latin American Studies 50, no. 1 (Feb. 2018): 153-82. With P. Richards “Sexual Harassment and the Construction of Ethnographic Knowledge. Sociological Forum 32, no. 3 (May 2017): 587-609. Percentage of time devoted to LAC studies: 100%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A38 PR/Award # P015A180146 Page e127 HEBBLETHWAITE, Benjamin Year of Appointment: 2003 Title/Department: Associate Professor, Languages, Literatures and Cultures Tenure Status: Tenured Education: BA, University of Missouri-Columbia, Religious Studies, 1993; MA, Purdue University, French Literature, 1999; MA, Indiana University, French Linguistics, 2001; PhD, Indiana University, French Linguistics, 2007 Academic Experience: Director and Instructor, Haitian Summer Institute, Florida International University, 2004-2006; Haitian Creole instructor, Indiana University, 1999-2003; French Teaching Assistant, Purdue University, 1996-1999 Number of Theses Supervised During Past 5 Years: 4 Languages: French (5), Haitian Creole (5), Dutch (4), Spanish (3), Jamaican Patwa (2), Arabic (2) Research/Teaching Interests: Haitian Creole; Applied Linguistics; Syntax; Bilingualism; Language Policy; Pedagogy; Technology in Language Acquisition; Translation; Lexicography Number of Courses: 6 3930/HAT 3564: Haitian Culture and Society; HAI 2200: Intermediate Haitian Creole 1 Overseas Experience: Guadeloupe, Haiti, Germany, France, Netherlands Number of Recent Publications: 12 “Sik salitasyon nan Rit Rada a: Patwon fondalnatal ak eleman patikilye nan salitasyon lwa Rada yo” [“Cycles of salutation in the Rada Rite: Fundamental Patterns and Particular Elements in the Salutations to the Rada spirits.”] Legs et littérature 9 (2017). Percentage of time devoted to LAC studies: 100%
HECKENBERGER, Michael J. Year of Appointment: 1999 Title/Department: Associate Professor, Anthropology Tenure Status: Tenured Education: BA, University of Vermont, Anthropology, 1988; PhD, University of Pittsburgh, Anthropology, 1996 Academic Experience: Visiting Researcher, Museu Paraense Emílio Goeldi (MPEG/ CNPq), Belém, Brazil, 1998-1999; Visiting Professor, Graduate Program in Social Anthropology (PPGAS), Museu National/Federal University of Rio de Janeiro, 1997-1998 Languages: Portuguese (4) Research/Teaching Interests: Indigenous Peoples of Amazonia; Cultures of the Humid Tropics; Pre- Columbian Complex Societies; Historical Ecology and Landscape; History and Theory of Anthropology; Urban Landscapes. Number of Courses: 6 ANT 4930: Indigenous Peoples of the Amazon; ANG 6186: Amazonian Archeology Overseas Experience: Brazil, Guyana, Tobago Number of Recent Publications: 1 With C. R. Clement, W. M. Denevan, A. B. Junqueira, E. G. Neves, et al. “The Domestication of Amazonia before European Conquest.” Proceedings of the Royal Society B 282, no. 1812 (2015). Percentage of time devoted to LAC studies: 100%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A39 PR/Award # P015A180146 Page e128 HEDRICK, Tace Year of Appointment: 1997 Title/Department: Associate Professor, English and Women’s Studies Tenure Status: Tenured Education: BA, University of Colorado, English and Writing, 1984; MA, University of Iowa, Comparative Literature, 1988; PhD, University of Iowa, Comparative Literature, 1992 Academic Experience: Assistant Professor of Comparative Literature Humanities Division, Penn State Harrisburg, 1992-1997; Teaching Assistant, Department of Spanish, University of Iowa, 1991-1992 Number of theses supervised during past 5 years: 21 Languages: Spanish (3), French (2), Portuguese (1) Research/Teaching Interests: U.S. (Afro) Latina/Chicana Cultural Studies; Transnational Latin/o American Studies Number of Courses: 4 ENG 6075: Introduction to Critical Theory; AML 6027: Comparative American Modernisms; AML 4170: Race and Gender in Women’s Genre Fiction; AML 4242: Race and Gender in Latina/o and Chicano/a Short Stories and Poetry Overseas Experience: Guatemala Number of Recent Publications: 5 Chica Lit: Popular Latina Fiction and Americanization in the Twenty-first Century. Pittsburg, PA: University of Pittsburgh Press, 2015. Percentage of time devoted to LAC studies: 25%
HENSON, Bryce Year of Appointment: 2017 Title/Department: Visiting Professor, African American Studies Tenure Status: Tenured Education: BA, University of Washington, Accounting and Communication, 2008; PhD, University of Illinois, Urbana-Champaign, Cultural Studies and Interpretative Theory and Critical Ethnic Studies, certificate in Latin American and Caribbean Studies, 2016 Academic Experience: Postdoctoral Research Associate, Department of African American Studies, University of Illinois, Urbana-Champaign, 2016-2017 Languages: Spanish (5) Research/Teaching Interests: African Diaspora Studies; Media and Cultural Studies; Black Feminist/Queer Theory; Black Music; Latin American and Caribbean Studies; Indigenous Studies Number of Courses: 2 AFA 2000: Introduction to African American Studies; AFA 3240: The African Diaspora Overseas Experience: Brazil Number of Recent Publications: 4 “Real Recognize Real: Local Hip-Hop Cultures and Global Imbalances in the African Diaspora.” In Encyclopedia of Educational Philosophy and Theory, edited by M. A. Peters. Springer, 2016. Percentage of time devoted to LAC studies: 50%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A40 PR/Award # P015A180146 Page e129 HERNÁNDEZ, Jorge A. Year of Appointment: 1998 Title/Department: Professor, Large Animal Clinical Sciences, Department of Environmental and Global Health Tenure Status: Tenured Education: DVM, University of Baja California, Veterinary Medicine, 1983; MPVM, University of California at Davis, Preventive Veterinary Medicine, 1985; PhD, Colorado State University, Veterinary Epidemiology, 1990 Academic Experience: Analytical Epidemiologist, Texas Animal Health Commission, 1996-1998; Professor, School of Veterinary Medicine, University of Baja California, 1991-1996 Number of theses supervised during past 5 years: 8 Languages: Spanish (5) Research/Teaching Interests: Epidemiology of Diseases in Food Animals and Equine Athletes; Internationalization of the Veterinary Curriculum Number of Courses: 4 VEM 5503/6771: Research Methods in Epidemiology; VEM 5503: Veterinary Epidemiology; PHC 6937: Seminars in Global Health; VEM 5506: International Veterinary Medicine Overseas Experience: Mexico, Guatemala Number of Recent Publications: 6 With A. Gonzalez-Reiche, A. Ramírez, M. Muller, D. Orellana, et al. “Origin, Distribution and Potential Risk Factors of Influenza Virus Infections in Swine in Two Different Production Systems in Guatemala.” Influenza and Other Respiratory Viruses 11 (2017): 182-92. Percentage of time devoted to LAC studies: 25%
HERNÁNDEZ, María Gabriela Year of Appointment: 2017 Title/Department: Assistant Professor, School of Art and Art History Tenure Status: Tenure track Education: BA, University of Costa Rica, Mass Communication, emphasis in Advertising, 2005; Master of Fine Arts, Certificate in Latin American Studies, University of Florida, Graphic Design, 2011 Academic Experience: Assistant Professor, Graphic Design, University of Houston, 2013-2017 Languages: Spanish (5) Research/Teaching Interests: Design for Development; Visual Storytelling; Multidisciplinarity; Disadvantaged Communities; Indigenous Groups Number of Courses: 2 ART 3807C Design Thinking; GRA 4923C: Design and Professional Practice Studio Overseas Experience: Mexico, Costa Rica Number of Recent Exhibitions (Selected Exhibitions): 3 With Writers in the Schools, Moca, Houston City Hall Underground Gallery, 2016 (over 20 design pieces). Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A41 PR/Award # P015A180146 Page e130 HERNÁNDEZ-TRUYOL, Berta Esperanza Year of Appointment: 2000 Title/Department: Levin Mabie and Levin Professor of Law, Levin College of Law Tenure Status: Tenured Education: BA, Cornell University, Sociology/Psychology, 1974; JD, Albany Law School of Union University, 1978; LLM, New York University School of Law, International Legal Studies, 1982 Academic Experience: Professor of Law, St. John’s University, 1991-2000; Senior Fellow, Institute for Legal Studies, University of Wisconsin, 1997-1999; Visiting Professor of Law, Georgetown University, 1994-1995 Number of theses supervised during past 5 years: 2 Languages: Spanish (5), French (3) Research/Teaching Interests: Human Rights; Issues of Gender, Race, Culture, Language, Health Multidimensionality; Latinas/os and the Law Number of Courses: 5 LAW 6936: Globalization and the Rule of Law in the Americas: Trade, Labor, and the Environment Number of Recent Publications: 3 “Globalizing Women’s Health and Safety: Migration, Work, and Labor.” Santa Clara Journal of International Law 15, no. 1 (2017). Percentage of time devoted to LAC studies: 25%
HIND, Emily Year of Appointment: 2014 Title/Department: Associate Professor of Spanish, Spanish and Portuguese Department Tenure Status: Tenured Education: BA, University of Kansas, Spanish and Psychology, Graduated with Highest Distinction, 1995; MA, Pennsylvania State University, Spanish, 1997; PhD, University of Virginia, Spanish, 2001 Academic Experience: Associate Professor, Department of Spanish, University of Wyoming, 2011-2014; Assistant Professor, Department of Spanish, University of Wyoming, 2005-2011 Number of theses supervised during past 5 years: 2 Languages: English (5), Spanish (5), Portuguese (1), French (1) Pedagogy Training: Completed at the University of Virginia and Penn State. Research/Teaching Interests: Mexican Studies: Literature, including Children’s Literature; Literary Theory; Film; Assorted Interdisciplinary Efforts such as Age/Gender/Disability Studies Overseas Experience: Spain, Mexico, Portugal Number of Courses: 4 SPN 3520: Culture and Civilization of Latin America; SPN 3930: Contemporary Mexican Literature Number of Recent Publications: 6 “Classism. Gente Decente and Civil Rights: From Suffrage to Divorce and Privileges in Between.” In Modern Mexican Culture, edited by D. Stuart Day. Tucson, AR: University of Arizona Press, 2017. Percentage of time devoted to LAC studies: 100% Distinctions: University of Florida Term Professorship, 2016-2019
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A42 PR/Award # P015A180146 Page e131 JACOBSON, Susan K. Year of Appointment: 1988 Title/Department: Professor, Wildlife Ecology and Conservation Tenure Status: Tenured Education: BA, Brown University, Biology, 1978; MS, University of Florida, Zoology, 1983; PhD, Duke University, Resource Ecology, 1987 Academic Experience: Visiting Assistant Professor, School of Forestry and Environmental Studies, Duke University, 1987; Zoologist Assistant, Roger Williams Park Zoo, Providence, RI. 1977-1978; Education Officer, Nakuru Wildlife Trust, Kenya, East Africa, 1976 Number of theses supervised during past 5 years: 19 Languages: Spanish (1) Research/Teaching Interests: Sustainable Development and Biological Conservation; Human Dimensions of Wildlife Management; Environmental Education and Communication Evaluation Number of Courses: 1 WIS 4523: Human Dimensions of Natural Resource Management Overseas Experience: Belize, Costa Rica, Guatemala, Honduras Number of Recent Publications: 28 With S. K. Jacobson, M. McDuff and M. Monroe. Conservation Education and Outreach Techniques, 2nd Edition. Oxford: Oxford University Press, 2015. Percentage of time devoted to LAC studies: 50%
JORDAN OROZCO, Victor Year of Appointment: 2011 Title/Department: Lecturer of Spanish, Spanish and Portuguese Department Tenure Status: Non-tenure track Education: BA, Southern Illinois University, History, 1979; MS, Nova Southeastern University, Teaching and Education, 1992; MA, University of Florida, Spanish; PhD, University of Florida, Spanish, 2009. Academic Experience: Adjunct Lecturer, Santa Fe College, 2009; Dean of Students, Colegio Bolivar (International School), 1998-2000; Headmaster and Academic Director, Colegio Gimnasio la Colina, 1995-1998 Languages: Spanish (5) Number of Courses: 6 SPN 1134: Accelerated Spanish Review; SPN 1131: Beginning Spanish II; SPN 3392: Conversation, Film, and Culture; SPN 4420: Composition and Syntax; SPN 4314: Advanced Composition and Syntax for Bilinguals; SPW 4190: Colombian Literature and Film Overseas Experience: Colombia Number of Recent Publications: 5 Provocaciones: Relatos breves. Raleigh, NC: Lulu Press, 2015. Percentage of time devoted to LAC studies: 50% Distinctions: Anderson Scholar Honoree 2014 and 2015
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A43 PR/Award # P015A180146 Page e132 JUDD, Walter S. Year of Appointment: 1978 Title/Department: Distinguished Professor Emeritus, Biology Tenure Status: Tenured Education: BS, Michigan State University, 1969; MA, Michigan State University, Botany, 1974; PhD, Harvard University, Botany, 1978 Academic Experience: Teaching Assistant in Introductory Plant Systematics, Michigan State University, 1972-1974; Curatorial Assistant at Harvard University Herbaria, 1977-1978 Number of theses supervised during past 5 years: 8 Languages: Spanish (1) Research/Teaching Specializations: Tropical Botany; Floristic/Vegetational Studies; Endangered Species Number of Courses: 1 BOT 5685C: Tropical Botany Overseas Experience: Dominican Republic, Haiti, Jamaica, Puerto Rico Number of Recent Publications: 38 With E. R. Bécquer and L. C. Majure. “Taxonomic Revision of Miconia Sect. Calycopteris (Miconieae, Melastomataceae) in Cuba.” Brittonia (25 Aug 2017). Percentage of time devoted to LAC studies: 50% Distinctions: Merit Award, Botanical Society of America, 2012; José Cuatrecasa Medal for Excellence in Tropical Botany, National Museum of Natural History, Smithsonian Institution, 2012
KAINER, Karen A. Year of Appointment: 2002 Title/Department: Professor, Latin American Studies and Forest Resources and Conservation Tenure Status: Tenured Education: BS, Stephen F. Austin State University, Forest Management, 1983; MS, University of Florida, Tree Physiology, 1990; PhD, University of Florida, Forest Ecology and Management, 1997 Academic Experience: Assistant Professor, Sustainable Systems Graduate Program, Slippery Rock University, 1997-2000; Natural Resources Program Coordinator, U.S. Peace Corps, 1985-1986 Number of theses supervised during past 5 years: 15 Languages: Spanish (4), Portuguese (4) Research/teaching Interests: Tropical Forest Ecology; Community-Based Forest Management; Timber and Non-Timber Production; Capacity Building for Tropical Conservation and Development Number of Courses: 2 FOR 6228/LAS 6290: Community Forest Management; FOR 4060: Global Forests Overseas Experience: Brazil, Paraguay, Mexico, Indonesia Number of Recent Publications: 13 With T. D. Bertwell, W. P. Cropper, Jr., C. L. Staudhammer, and L. H. O. Wadt “Are Brazil Nut Populations Threatened by Fruit Harvest?” Biotropica 50, no. 1 (2017): 50–9. Percentage of time devoted to LAC studies: 100% Distinctions: Science without Borders Special Visiting Researcher (PVE) Fellowship, 2014-2018; Award for Supervising the Outstanding Forest Resources and Conservation Thesis (Todd. D. Bertwell), 2017; Teacher of the Year, 2015-16, Forest Resources and Conservation Undergraduate Program
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A44 PR/Award # P015A180146 Page e133 KAPLAN, David A. Year of Appointment: 2012 Title/Department: Assistant Professor, Environmental Engineering Sciences Tenure Status: Tenure track Education: BS, Cornell University, Agricultural and Biological Engineering, 2000; PhD, University of Florida, Agricultural and Biological Engineering, 2010 Academic Experience: Natural Resources Project Manager, New York City Department of Parks and Recreation, 2001-2005; National Science Foundation Fellow, Department of Biological Systems Engineering, Virginia Tech State University, 1999 Number of theses supervised during past 5 years: 17 Languages: Spanish (3) Research/teaching Interests: Linkages between Ecosystems and the Hydrologic Cycle, with the goal of advancing natural resources conservation and management Number of Courses: 3 ENV 4005/6307: Ecological Engineering; ENV 6309: Wetland Design and Restoration; EES 4103: Applied Ecology Overseas Experience: Brazil, Costa Rica, Spain Number of Recent Publications: 28 With M. A. L. Lima and C. Doria. “Hydrological Controls of Fisheries Production in a Major Amazonian Tributary.” Ecohydrology 10, no. 8 (2017):e1899. Percentage of time devoted to LAC studies: 25% Distinctions: University of Florida Water Institute Early Career Faculty Fellow, 2017-2020; University of Florida Term Professorship 2017-2020; UF International Center and College of Engineering, International Educator of the Year, 2016
KAPLAN, John Year of Appointment: 1999 Title/Department: Professor, Journalism and Communications Tenure Status: Tenured Education: BS, Ohio University, Journalism, 1982; MS, Ohio University, Journalism, 1998 Academic Experience: University of Florida, 1999- Present Languages: Spanish (1) Research/teaching Interests: Healthcare; International Journalism; Social Documentary Photojournalism; Civil Rights; Communications and the Internet Number of Courses: 4 JOU 4605: Advanced Photojournalism; PGY 3610: Survey of Photojournalism; JOU 4214: Advanced Design; JOU 4930/PUR 4932: International Humanitarian Communication Overseas Experience: Belize, Bolivia, Costa Rica, Cuba, Mexico, Peru Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A45 PR/Award # P015A180146 Page e134 KEEGAN, William F. Year of Appointment: 1987 Title/Department: Chairman and Curator, Caribbean Archaeology, Florida Museum of Natural History Tenure Status: Tenured Education: BA, University of Connecticut, Anthropology, 1978; MA, Florida Atlantic University, Anthropology, 1981; PhD, University of California, Los Angeles, Anthropology, 1985 Academic Experience: Assistant Professor of Anthropology, Department of Anthropology and South Carolina Institute of Archaeology and Anthropology, University of South Carolina, 1986-1987; Visiting Scholar in North American Prehistory, Center for Archaeological, 1985-1986 Languages: French (3), Spanish (3) Research/Teaching Interests: Caribbean Native Peoples (Taínos) Number of Courses: 1 ANG 6161: Problems in Caribbean Pre-History Overseas Experience: Bahamas, Cayman Islands, Cuba, Dominican Republic, Grenada, Haiti, Jamaica, Saint Lucia, Trinidad, Turks and Caicos Islands Number of Recent Publications: 2 “The Archaeology of the Caribbean.” In Oxford Bibliographies, edited by Ben Vinson. Oxford: Oxford University Press, 2017. With Corinne Hofman, eds. The Caribbean before Columbus. Oxford: Oxford University Press, 2016. Percentage of time devoted to LAC studies: 100%
KERNAGHAN, Richard Year of Appointment: 2010 Title/Department: Associate Professor, Anthropology Tenure Status: Tenured Education: BA, University of Texas, Anthropology, 1989; MA, Columbia University, Anthropology, 1995; PhD, Columbia University, Anthropology, 2006. Academic Experience: Postdoctoral Teaching Fellowship, Fordham University, 2007-2010; Postdoctoral Fellowship, Program in Agrarian Studies, Yale University, 2006-2007 Number of Theses Supervised During Past 5 Years: 12 Languages: Spanish (4) Research/Teaching Interests: Ethnographic Writing, Aesthetics, Image Theory; Law, Violence, and Illicit Worlds; Latin America, Peru, Colombia, Amazonia; State Margins, Territoriality, and Settler Frontiers; Roads, Rivers and Rural Transportation; Aftermaths of War; Political and Legal Time; Memory/Forgetting, Divination and Presentiment; Cocaine and (Counter)Insurgency; Maoism and the Shining Path Number of Courses: 5 ANG 6930: War and Forgetting in the Americas; ANG 6930/ ANT 4930: Roads and Road Publics Overseas Experience: Peru, Colombia Number of Recent Publications: 5 “Oblivious Title: on the Political Time of Land Tenure in Postwar Peru.” Anthropological Quarterly 90, no. 3 (2017): 637-74. Percentage of time devoted to LAC studies: 75%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A46 PR/Award # P015A180146 Page e135 KLEIMAN, Valeria D. Year of Appointment: 2001 Title/Department: Associate Professor, Department of Chemistry Tenure Status: Tenured Education: Licenciada, University of Buenos Aires, Chemistry, 1990; PhD, University of Illinois at Chicago, Physical Chemistry, 1996 Academic Experience: Research Chemist, Naval Research Laboratory, 1998-2000; Postdoctoral Fellow, National Institute of Standards and Technology, 1996-1998; Research Assistant, University of Illinois at Chicago, 1990-1995 Number of Theses Supervised During Past 5 Years: 18 Languages: Spanish (5) Overseas Experience: Argentina, Spain Research and training specialization: Chemistry; Physical Chemistry Number of Courses: 1 LAS 3930/IDH 3931: Chemistry in la Cocina Latina Number of Recent Publications: 5 With A. Cadranel, P. Oviedo, G. Pieslinger, S. Yamazaki, et al. “Trapping Intermediate MLCT States in Low-symmetry {Ru(bpy)} Complexes.” Chemical Sciences 8 (2017): 7434-42. Percentage of time devoted to LAC studies: 25%
KOHEN, Martha Year of Appointment: 2003 Title/Department: Professor, Architecture Tenure Status: Tenured Education: BA, Universidad de la República, Uruguay, Architecture, 1968; DIPLARCH CANTAB, Cambridge University, Architecture, 1971; Architect, School of Architecture, Uruguay, 1984 Academic Experience: Professor Grade IV Facultad de Arquitectura y Urbanismo Universidad de la Republica Uruguay, 1996-2003; Professor Grade III Facultad de Arquitectura y Urbanismo Universidad de la Republica Uruguay, 1984-1996; Teaching Assistant University of Cambridge/ Research associate at the LUBFS Center Cantab, 1969-1971 Number of Theses Supervised During Past 5 Years: 15 Languages: Spanish (5), Portuguese (4), French (3), Italian (3) Research/Teaching Interests: Architecture and Urban Planning Number of Courses: 7 ARC 3320: Architect Design 5; ARC 3321: Architect Design 6; ARC 4220: Architect Theory 2; ARC 6242: Research Methods; ARC 6355: Advanced Studio 2; ARC 6356: Advanced Studio 3 Overseas Experience: Uruguay, Brazil, Mexico Number of Recent Publications: 1 “Engaging Global Subject towards Exchange.” In Urban Waterways: Evolving Paradigms for Hydro- Based Urbanism, edited by N.M. Clark. Rivista L’Archittetura delle Cità, UNESCO Chair Series No.3, 2016. Percentage of time devoted to LAC studies: 50%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A47 PR/Award # P015A180146 Page e136 LAUZARDO, Michael Year of Appointment: 1997 Title/Department: Research Associate Professor, Medicine Tenure Status: Non-tenure track Education: AA, Miami-Dade Community College, 1985; BS, University of Miami, Biology, 1987; MD, University of Florida, 1991; MS, London School of Hygiene and Tropical Medicine, Epidemiology, 2008 Academic Experience: Senior Physician Bureau of Tuberculosis and Refugee Health, Florida Department of Health, 1997-2001; Visiting staff and ward physician, World Medical Missions, 1994 Languages: Spanish (5) Research/Teaching Interests: Pulmonary Medicine; Epidemiology of Tuberculosis among Persons from Latin America and the Caribbean Overseas Experience: Dominican Republic, Haiti Number of Recent Publications: 10 With R. Zenteno-Cuevas, O. Xochihua-González, B. Cuevas-Córdoba, N. L. Victoria-Cota, et al. “Mutations Conferring Resistance To First- and Second-Line Drugs in Multidrug-Resistant Mycobacterium Tuberculosis Clinical Isolates in Southeast Mexico.” Int. Journal Antimicrobial Agents 45, no. 6 (2015): 671-3. With R. Zenteno-Cuevas, F. Mendoza-Damián, I. C. Muñoz, L. Enciso-Moreno, et al. “Description of the Population Structure and Genetic Diversity of Tuberculosis in Estado De Mexico, a Low Prevalence Setting From Mexico.” APMIS 123, no. 2 (2015): 116-22. Percentage of time devoted to LAC studies: 25%
LESLIE, Michael Year of Appointment: 1989 Title/Department: Associate Professor and Graduate Coordinator, Telecommunications Tenure Status: Tenured Education: BA, University of California, Berkeley, Political Science, 1973; MA, Columbia University, Journalism, 1974; PhD, University of Washington, International Communication, 1983 Academic Experience: Lecturer, Department of Mass Communication, University of Zambia, 1984-1987; Fulbright Professor, University of Yaounde, 1987-1989 Number of theses supervised during past 5 years: 22 Languages: Spanish (5), French (4), Portuguese (3) Research/Teaching Interests: International Communication; Intercultural Communication Number of Courses: 1 MMC 5708: Intercultural Communication Overseas Experience: Brazil, Colombia, Cuba, Mexico, India, China, Belgium Number of Recent Publications: 5 “The Dragon Shapes Its Image: A Study of Chinese Media Influence Strategies in Africa.” African Studies Quarterly, special issue on China-Africa Relations: Political and Economic Engagement and Media Strategies, 16, no. 3-4 (2016): 161-74. With D. Wang and H. Lai. “Chinese English Learners’ Strategic Competence.” Journal of Psycholinguistic Research 44, no. 6 (December 2015): 701-14. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A48 PR/Award # P015A180146 Page e137 LOISELLE, Bette Ann Year of Appointment: 2011 Title/Department: Director, Tropical Conservation and Development Program, Center for Latin American Studies, and Professor, Wildlife Ecology and Conservation Tenure Status: Tenured Education: BA, University of Illinois, Biology, 1979; MS, University of Illinois, Biology, 1981; PhD, University of Wisconsin, Zoology, 1987 Academic Experience: Associate Professor, Department of Biology, University of Missouri, 1996-2005; Assistant Professor, Department of Biology, University of Missouri, 1990-1996; Research Associate, Natural Resources Research Institute, University of Minnesota, 1988-1990 Number of Theses Supervised During Past 5 Years: 15 Languages: Spanish (4), Portuguese (2) Research/Teaching Interests: Tropical Ecology and Conservation Biology; Ecology of Seed Dispersal; Population Dynamics and Behavioral Ecology of Birds; Applications of Geographic Information Systems Number of Courses: 2 LAS 6290/4235: The Amazon; LAS 6291: Fundraising Skills for Tropical Conservation and Development Overseas Experience: Argentina, Bolivia, Brazil, Colombia, Costa Rica, Ecuador, Panama, Peru, Rwanda Number of Recent Publications: 11 With J. G. Blake. “Long-Term Changes in Composition and Species Richness of Bird Communities at an ‘Undisturbed’ Site in Eastern Ecuador.” Wilson Journal of Ornithology 128 (2016): 255-67. Percentage of time devoted to LAC studies: 100%
LORD, Gillian Year of Appointment: 2001 Title/Department: Chair and Professor, Spanish and Portuguese Studies Tenure Status: Tenured Education: BS, Vanderbilt University, Spanish and English, 1993; MA, University of Virginia, Spanish Literature, 1997; PhD, Pennsylvania State University, Spanish Applied Linguistics, 2001 Academic Experience: University of Florida, 2001-Present Number of Theses Supervised During Past 5 Years: 10 Languages: Spanish (5), Portuguese (2), French (2) Research/Teaching Interests: Second Language Acquisition; L2 Phonetics and Phonology; Technology in Foreign Language Education; Teacher Training Number of Courses: 2 SPN 6785: Advanced Spanish Phonetics; FOL 6326: Technology in Foreign Language Education Overseas Experience: Mexico, Peru Number of Recent Publications: 9 With L. Lomicka. “Ten Years After the MLA Report: What Has Changed in Foreign Language Departments?” ADFL Bulletin 44, no. 2 (2018). Percentage of time devoted to LAC studies: 100% Distinctions: Elizabeth Wood Dunlevie Honors Term Professor, University of Florida, 2016-2017; Waldo W. Neikirk Term Professor, University of Florida College of Liberal Arts and Sciences, 2013-2014
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A49 PR/Award # P015A180146 Page e138 LOSCH, Paul Year of Appointment: 2003 Title/Department: Associate Librarian, Latin American Collection, George A. Smathers Library Tenure Status: Tenured Education: BA, Clark University, Spanish and Political Science, 1993; MA, University of Florida, Latin American Studies, 2002; MS, Florida State University, Library and Information Science, 2003; Ed.D, University of Florida, Higher Education Administration, Expected Graduation 2020. Academic Experience: University of Florida, 2003-Present Languages: Portuguese (5), Spanish (4), French (1) Research/Teaching Interests: International flows of scholarly information to and from Latin America Overseas Experience: Brazil Number of Recent Publications: 1 “The Fleeting Fame of Florida’s Filibuster: The Case of ‘Major’ Frank Hann.” Florida Historical Quarterly 91 (2014): 491-525 Percentage of time devoted to LAC studies: 100%
LUCERO, Robert Year of Appointment: 2015 Title/Department: Associate Professor of Nursing Tenure Status: Tenured Education: BS, Arizona State University, Nursing, 2001; MPH, University of Arizona, Nursing, 2003; MSN, Arizona State University, Nursing/Community Health, 2004; PhD, University of Pennsylvania, Nursing/Health Services Research, 2008 Academic Experience: Postdoctoral Fellowship, Health Informatics, Columbia University, 2010 Languages: Spanish (5) Number of theses supervised during past 5 years: 2 Research/Teaching Interests: Enabling health promotion and enhancing health care delivery through consumer health informatics Overseas Experience: Latin America Number of Recent Publications: 4 With B. Sheehan. “Initial Usability and Feasibility Evaluation of a Personal Health Record-Based Self- Management System for Older Adults.” eGEMs 3, no. 2 (2015): 1152. With B. Sheehan, P. Yen, D. L. Nobile-Hernandez, V. L. Tiase. “Identifying Consumer’s Needs of Health Information Technology through an Innovative Participatory Design Approach among English- and Spanish-Speaking Urban Older Adults.” Applied Clinical Informatics 5, no. 4 (2014): 943-57. Percentage of time devoted to LAC studies: 25% Distinctions: Fellow of the American Academy of Medicine, 2015
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A50 PR/Award # P015A180146 Page e139 MACFADDEN, Bruce J. Year of Appointment: 1977 Title/Department: Curator and Professor, Vertebrate Paleontology, Florida Museum of Natural History Tenure Status: Tenured Education: BS, Cornell University, General Agriculture, 1971; MPh, Columbia University, Geological Sciences, 1974; PhD, Columbia University, Geological Sciences, 1976 Academic Experience: J. Willard Gibbs Instructor, Department of Geology and Geophysics, Yale University, 1976-1977; Adjunct Lecturer, Department of Geology, Brooklyn College, 1974; Teaching Assistant, Department of Geological Sciences, Columbia University, 1972-1974 Number of Theses Supervised During Past 5 Years: 12 Languages: Spanish (3) Research/Teaching Specializations: Fossil Vertebrates; Stable Isotopes; Global Change; Paleobiology; Macro Evolution; Paleoecology of Neogene mammals of the Americas Number of Courses: 1 BSC 6038/GLY 6932: Broader Impacts of Science on Society Overseas Experience: Bolivia, Mexico, Panama, Peru Number of Recent Publications: 30 With D. S. Jones, N. A. Jud, J. Moreno-Bernal, G. S. Morgan, et al. “Integrated Chronology, Flora and Faunas, and Paleoecology of the Alajuela Formation, Late Miocene of Panama.” PLOS ONE 12, no. 1 (2017): e0170300. Percentage of time devoted to LAC studies: 25% Distinctions: Senior Editor, Paleobiology, 2011-2016; Medalist, Florida Academy of Sciences, 2012
MALAVET, Pedro A. Year of Appointment: 1995 Title/Department: Professor, Levin College of Law Tenure Status: Tenured Education: BBA, Emory University, Atlanta, Accounting, 1984; JD, Georgetown University Law Center, Law, 1987; LLM, Georgetown University Law Center, 1995 Academic Experience: Professor of Law, Seattle University, 2004-2005; Adjunct Professor of Law, Georgetown University, 1995; Future Law Professor Teaching Scholar, Georgetown University, 1993- 1994 Number of Theses Supervised During Past 5 Years: 1 Languages: Spanish (5), French (1) Research/Teaching Interests: Comparative Law; Critical Race Theory; Legal History; Evidence; Civil Procedure, U.S. Territorial Possessions Number of Courses: 5 LAW 6250: Comparative Law; LAW 6936: US Territorial Possessions; LAW 6330: Evidence; LAW 7932: Introduction to the Legal System of the US, Part I Overseas Experience: Brazil, Chile, Costa Rica, France Number of Recent Publications: 1 “Cuba, Puerto Rico, the Civil Code and the Problem of Transculturation.” Florida Journal of International Law 29, no. 1 (2017): art. 16. Percentage of time devoted to LAC: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A51 PR/Award # P015A180146 Page e140 MARULL, Crystal Year of Appointment: 2017 Title/Department: Lecturer, Department of Spanish and Portuguese Studies; Coordinator of the Online Spanish Program Tenure Status: Non-Tenure track Education: BS, Boston University, College of Communication, 2001; MEd, Holy Family University, School of Education; MA, Rutgers University, Department of Spanish and Portuguese; PhD, Rutgers University, Department of Spanish and Portuguese, 2017 Academic Experience: Assistant Spanish Program Coordinator, Department of Spanish and Portuguese, Rutgers University, 2016-2017; Director, Service-Learning Program, Rutgers University, 2014-2016 Languages: Spanish (5), Italian (3), French (3) Pedagogy Training: M.Ed. Holy Family University, Pennsylvania State Pa 1 Teaching Certificate (K - 12: Spanish), New Jersey State Certificate of Eligibility (K - 12: Spanish) Research/Teaching Interests: Second Language Acquisition, Spanish Language Instruction, Online/Distance Learning, Ed Tech Number of Courses: 2 SPN 1130: Beginning Spanish 1; SPN 1131: Beginning Spanish 2 Overseas Experience: Spain, Argentina Number of Recent Publications: 3 With Goldin, M. “The Relationship between Sensitivity to Morphosyntactic Violations and Morphosyntactic Anticipation in L2 Comprehension.” BUCLD 42 (2018): 507-17. Percentage of time devoted to LAC studies: 25% Distinctions: Online Education Excellence Award in the category of “Large Enrollment Strategies” The Office of Faculty Development and Teaching Excellence, University of Florida, 2018; Faculty Award: "Best Integration of Technology in Spanish courses" – LinguaMeeting (Telecollaboration Language Coaching company), 2017
MATA, Tony Year of Appointment: 1994 Title/Department: Professor, Theatre Tenure Status: Tenured Education: AA, Liberal Arts, St. Thomas University, 1982; BA, Theatre, St. Thomas University, 1984; MFA, San Diego State University, Musical Theatre, 1987 Academic Experience: Member of Actor’s Equity Association, the Society of Stage Directors and Choreographers and the American Guild of Musical Artists Languages: Spanish (5) Research/Teaching Interests: Number of Courses: 5 TPP 3251: Fundamentals of Musical Theatre; TPP 3253: Advanced Musical Theatre Number of Recent Publications: 3 Theather of Rice and Beans: A Restropective Look at New York Latino Theater. Documentary, 2015. Percentage of time devoted to LAC studies: 25% Distinctions: Named Fellow of the College of Fellows of the American Theater, 2017
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A52 PR/Award # P015A180146 Page e141 MATYAS, Corene J. Year of Appointment: 2005 Title/Department: Associate Professor, Geography Tenure Status: Tenured Education: BS, Clarion University of Pennsylvania, Environmental Geoscience, 1999; MA, Arizona State University, Geography, 2001; PhD, Pennsylvania State University, Geography, 2005 Academic Experience: Visiting Assistant Professor, Ohio University, 2004-2005 Number of Theses Supervised During Past 5 Years: 14 Research/Teaching Interests: Tropical cyclones; synoptic climatology; rainfall; natural hazards Number of Courses: 4 GEO 3250/ 6255: Climatology; MET 3503/5504: Weather and Forecasting; MET 4532/6530: Hurricanes; MET 4560/6565: Atmospheric Teleconnections Overseas Experience: Mexico Number of Recent Publications: 20 With J. Tang. “Arc4nix: A Cross-Platform Geospatial Analytical Library for Cluster and Cloud Computing.” Computers & Geosciences 111 (2018): 159-66. With J. J. Hernandez-Ayala, D. Keellings, and P. Waylen. “Extreme Floods and Their Relationship with Tropical Cyclones in Puerto Rico.” Hydrological Sciences Journal 62, no. 13 (2016): 2103-19. Percentage of time devoted to LAC studies: 25% Distinctions: University of Florida Term Professorship, 2016-2019; Recipient of National Science Foundation CAREER Award: Geospatial Modeling of Tropical Cyclones to Improve the Understanding of Rainfall Patterns, 2011
McARTHUR, Travis Year of Appointment: 2017 Title/Department: Assistant Professor, Food and Resource Economics Department Tenure Status: Tenure track Education: B.S., American University, Economics, 2008; BA, American University, International Relations, 2008; PhD, Agricultural and Applied Economics, 2017 Academic Experience: Instructor, University of Wisconsin–Madison, 2014-2016; Teaching Assistant, Macroeconomics, American University, 2006 Languages: Spanish (4) Research/Teaching Specializations: Development Economics, Agriculture, International Trade Number of Course: 2 AEB 4283: International Development Policy; AAE 637: Applied Econometric Analysis II Overseas Experience: Mexico, Bolivia, Guatemala Number of Recent Publications: 1 “Direct Measurement of Efficiency Gains from Land Titling: PROCEDE’s Effect upon the Productivity of Mexican Agriculture.” 2016 Annual Meeting. Boston, July 31-August 2, 2016. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A53 PR/Award # P015A180146 Page e142 McLAMORE, Eric Year of Appointment: 2010 Title/Department: Associate Professor, Agricultural & Biological Engineering Tenure Status: Tenured Education: BS, Texas Tech University, Civil Engineering, 2002; MA, Texas Tech University, Environmental Engineering, 2004; PhD, Purdue University, Civil Engineering, 2008 Academic Experience: Fulbright Specialist, Universidad del Valle, 2016 Number of Theses Supervised During Past 5 Years: 18 Research/Teaching Specializations: Low cost biosensors and nanosensors for measuring small molecules, viruses and cells Number of Recent Publications: 6 With K. Demirbas, K. Groszman, M. Pazmino, R. Nolan, et al. “Cryoconcentration of Bioflavonoid Extract for Enhanced Photovoltaics and pH Sensitive Thin Films.” Biotechnology Progress. 34, no. 1 (2018): 206-17. With D. C. Vanegas, J. C. Claussen, and C. Gomes. “Emerging Technologies for Rapid Monitoring of Bacteria and Bacterial Biomarkers in Food.” Comprehensive Reviews in Food Science and Food Safety 16, no. 6 (2017): 1188–1205. Percentage of time devoted to LAC studies: 25% Distinctions: USDA/APLU New Teacher of the Year Award, 2016; American Society Engineering Education Teaching Innovation award, 2016; ASABE Researcher of the Year, 2015; ASABE National Teacher of the Year 2015
McLENDON, Timothy E. Year of Appointment: 1996 Title/Department: Assistant In and Staff Attorney, Levin College of Law; Co-Director, Law & Policy in the Americas Program Tenure Status: Non-tenure track Education: AB, Duke University, 1989; JD, University of Florida, 1994 Academic Experience: Teacher of English and German, Education for Democracy Program, 1991-1992; Administered Florida Supreme Court Externship Program, Florida Supreme Court, 1998-2009 Number of Theses Supervised During Past 5 Years: 1 Languages: French (3), Portuguese (2) Research/Teaching Interests: Comparative constitutional law; judicial education and training; human rights Number of Courses: 1 LAW 6936: Law and Policy in the Americas Overseas Experience: Brazil, Colombia, Haiti, Peru Number of Recent Publications: 3 With B. Gendreau. Latin American Business Environment Report, 19th ed. Gainesville, FL: UF Center for Latin American Studies, 2018. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A54 PR/Award # P015A180146 Page e143 MESSINA, William A., Jr. Year of Appointment: 1989 Title/Department: Economic Analyst, Food and Resource Economics Tenure Status: Non-tenure track Education: BS, Cornell University, Agricultural Economics, 1976; MS, University of Florida, Food and Resource Economics, 1989 Academic Experience: Graduate Research Assistant, University of Florida, 1987-1989 Number of Theses Supervised During Past 5 Years: 2 Languages: Spanish (1) Research/Teaching Interests: Cuban agriculture; Agricultural Trade and Trade Policy Issues between the U.S. and LAC; Linkages between Agricultural Trade and LAC Economic Development; International Development Policy, Food, and Agricultural Marketing. Number of Courses: 1 AEB 4283: International Development Policy Overseas Experience: Costa Rica, Cuba, Mexico, St. Lucia Number of Recent Publications: 8 “U.S. Purchases of Farm Products: Who are Cuba’s Independent Farmers?” CubaStandard 25, no. 7 (2017). With W. J. Hevia, M. T. Olexa, and T. T. Ankersen. “Aprovechar el ‘Momento Organico’: La encrucijada agricola de Cuba y su potencial de exporaciones orgánicas.” Florida Journal of International Law (2017): 303-32. Percentage of time devoted to LAC studies: 75%
MILBRATH, Susan Year of Appointment: 1987 Title/Department: Curator, Latin American Art and Archaeology, Florida Museum of Natural History Tenure Status: Tenured Education: BA, Columbia University, Art History, 1970; MPh, Columbia University, Primitive and Pre- Columbian Art, 1973; PhD, Columbia University, Art History and Archaeology, 1975 Academic Experience: Visiting Curator of Pre-Columbian Art, Mint Museum, Charlotte, 1986-1987; Visiting Associate Curator, Department of Anthropology, Florida State Museum, 1985-1986; Adjunct Curatorial Assistant, Lowie Museum of Anthropology, Berkeley, 1976 Number of Theses Supervised During Past 5 Years: 3 Languages: Spanish (4), French (1) Research/Teaching Interests: Pre-Colombian Codices of Mesoamerica; Archaeoastronomy of Mesoamerica; Ethnoastronomy Number of Courses: 2 ANG 5162: Maya Archeoastronomy; ANG 6224/ANT 4930: Painted Books of Ancient Mexico Overseas Experience: Mexico Number of Recent Publications: 13 “La evidencia de la agroastronomía entre los antiguos mayas.” Estudios de Cultura Maya XLVII (2016): 11-29. Percentage of time devoted to LAC studies: 100%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A55 PR/Award # P015A180146 Page e144 MILLER, Jacqueline Y. Year of Appointment: 2004 Title/Department: Curator of Lepidoptera, Florida Museum of Natural History Tenure Status: Tenured Education: BS, University of Pittsburgh, 1965; MS, Catholic University of America, Biology (Entomology), 1968; PhD, University of Florida, Zoology, 1986 Academic Experience: Department of Biology, New College of Florida, 1994-2004; Department of Biology, College of the Bahamas, 1995-1998 Number of Theses Supervised During Past 5 Years: 6 Languages: Spanish (2) Research/Teaching Interests: Systematics; Taxonomy; Biogeography; and Life History of Lepidoptera Overseas Experience: Bahamas, Brazil, Cuba, Dominican Republic, Lesser Antilles, Mexico, Peru, Venezuela, South Africa, Puerto Rico, Virgin Islands, Honduras Number of Recent Publications: 8 With D. L. Matthews, A. D. Warren, M. A. Solis, D. J. Harvey, et al. “An Annotated List of the Lepidoptera of Honduras. Insecta Mundi 0205 (2013): 1-72. With D. L. Matthews, M. J. Simon, and G. Goss. “Observations of Plume Moths on North Andros Island, Bahamas, and Notes on New Records and Species Previously Recorded from the Bahamas (Lepidopter: Pterophoridae).” Insecta Mundi 0236 (2013): 1-12. Percentage of time devoted to LAC studies: 50%
MILLS, Jon Year of Appointment: 1990 Title/Department: Dean Emeritus, Professor of Law & Director of Center for Governmental Responsibility Tenure Status: Tenured Education: BA, Stetson University, Economics, 1969; JD (with honors), University of Florida College of Law, 1972 (5th in class); JD, Stetson University, 1986 Academic Experience: Kennedy School of Government at Harvard University, Senior Executives in State and Local Government Program, 1987 (Summer) Languages: Spanish (2) Research/Teaching Interests: Florida Constitutional Law; Privacy Law; Judicial Education and Training; Environmental Law; Latin American Legal System Overseas Experience: Argentina, Brazil, Uruguay, Colombia, Haiti Number of Recent Publications: 4 “The Future of Privacy in the Surveillance Age.” In After Snowden: National Security, Public Information, and the Aftermath of the Snowden Affair, edited by Ronald Goldfarb. New York: Thomas Dunne Books/St. Martin Press, 2015. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A56 PR/Award # P015A180146 Page e145 MONAGHAN, Paul F. Year of Appointment: 2008 Title/Department: Associate Professor, Department of Agricultural Education and Communication Tenure Status: Tenured Education: BA, University of Florida, Political Science, 1982; MA, University of Florida, Latin American Studies, 1989; PhD, University of Florida, Anthropology, 2000 Academic Experience: Assistant Research Professor, College of Public Health, University of South Florida, 2002-2008; Research Assistant, Department of Health Policy and Epidemiology, University of Florida, 1999-2002 Research/Teaching Interests: Community based social marketing as a tool for environmental behavior change; Residential behavior in landscaping and the impact on natural resource sustainability Overseas Experience: Haiti Number of Recent Publications: 4 With S. Hu and G. Hansen. “Optimizing Shoreline Planting Design for Urban Residential Stormwater Systems: Aligning Visual Quality and Environmental Functions. Hort Technology 27, no. 3 (2017): 310-18. With M. C. Morera, M. D. Dukes, and E. Breder. “Predicting Satisfaction with Smart Irrigation Controllers and Their Long-Term Use among Homeowners in Central Florida.” Journal of the American Water Resources Association 53, no. 4 (2017): 929-43. Percentage of time devoted to LAC studies: 25%
MOORS, Ximena Year of Appointment: 1992 Title/Department: Lecturer, Spanish and Portuguese Studies Tenure Status: Non-tenure track Education: JD, Universidad de Chile, 1972; MA, University of Arizona, Spanish, 1983; PhD, University of Florida, 1991 Academic Experience: Instructor Advanced Spanish for High School Teachers, Pima Community College, Spring 1984; Graduate Teaching Assistant Elementary Spanish, University of Arizona, 1979- 1984 Languages: Spanish (5), Portuguese (2), French (2) Research/Teaching Interests: The role of the Catholic Church in textual production Number of Courses: 3 SPN 3300: Advanced Grammar and Composition; SPW 3030: Introduction to Spanish-American Literature: Mexico; SPN 2340: Advanced Composition and Syntaxis for Bilingual Speakers Overseas Experience: Chile, Spain, Mexico Percentage of time devoted to LAC studies: 50% Distinctions: Anderson Scholar Faculty Honoree, University of Florida, 2009, 2011, and 2013
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A57 PR/Award # P015A180146 Page e146 MORELAND, Greg Year of Appointment: 1996 Title/Department: Senior Lecturer, Spanish and Portuguese Studies; Director, Foreign Languages across the Curriculum Program Tenure Status: Non-tenure track Education: BA, Indiana State University, Spanish and Political Science, 1985; MA, University of Florida, Latin American Studies, 1987; PhD, University of Florida, Spanish American Literature, 1996 Academic Experience: Lecturer, Department of Foreign Languages, Indiana State University, 1988-1990; Instructor, Department of Foreign Languages, Indiana State University, 1987-89. Languages: Spanish (5), Portuguese (3), French (1) Research/Teaching Interests: Languages across the curriculum; languages for the professions; study abroad; business and culture of soccer; contemporary pop music in Spanish Number of Courses: 3 SPN 4420: Advanced Composition and Syntax; SPN 3440: Commercial Spanish; SPN 3442: Marketing and Advertising in the Spanish-Speaking World Overseas Experience: Mexico, Argentina, Brazil, Spain, Puerto Rico, Panama, Colombia Percentage of time devoted to LAC studies: 100%
MOSELEY, Michael E. Year of Appointment: 1984 Title/Department: Distinguished Professor Emeritus, Anthropology Tenure Status: Tenured Education: BA, University of California, Berkeley, Anthropology, 1963; MA, Harvard University, Anthropology, 1965; PhD, Harvard University, Anthropology, 1968 Academic Experience: Instructor and Lecturer, Harvard University, 1968-1970; Assistant & Associate Professor, Harvard University, 1970-76; Research Associate, University of Chicago, 1980-1984 Languages: Spanish (4) Research/Teaching Interests: Quaternary geomorphology; climatology, tectonics and natural disasters Number of Courses: 2 ANG 5164: Inca and their Ancestors; ANT 2149: Lost Tribes and Sunken Continents Overseas Experience: Bolivia, Chile, Colombia, Peru Number of Publications: 1 With C. Ortloff. “2600-1800 BCE Caral.” Ñawpa Pacha 32, no. 2 (2012):189-206. Percentage of time devoted to LAC studies: 100% Distinctions: Inductee, American Academy of Arts and Sciences, 2013; elected to National Academy of Sciences, 2000.
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A58 PR/Award # P015A180146 Page e147 MOSS, Charles Year of Appointment: 2006 Title/Department: Professor, Department of Food and Resource Economics Tenure Status: Tenured Education: BS, Oklahoma State University, Agricultural Economics/Accounting, 1982; MS, Oklahoma State University, 1984; PhD, Purdue University, 1987 Academic Experience: Graduate Staff, Department of Agricultural Economics, Purdue University, 1984- 87; Graduate Assistant, Department of Agricultural Economics, Oklahoma State University, 1983-84. Number of theses supervised during past 5 years: 8 Research/Training Interests: Agricultural finance; Econometrics Number of Recent Publications: 27 With A. Schmitz. “Positive and Negative Externalities in Agricultural Production: The Case of Adena Springs Ranch.” Journal of Agricultural and Applied Economics 45, no. 3 (2013): 401-09. “Stay Interested, My Friends.” Journal of Agricultural and Applied Economics 45, no. 3 (2013): 369-371. With A.K. Misrha. “Modelling the Effect of Off-Farm Income on Farmland Values: A Quantile Regression Approach.” Economic Modelling 32 (2013): 361-68. Percentage of time devoted to LAC studies: 25% Distinctions: Agricultural and Applied Economics Association Quality of Communication Award, 2013; Southern Agricultural Economics Association Lifetime Achievement Award, 2013
MULLALLY, Conner Year of Appointment: 2013 Title/Department: Assistant Professor, Food and Resource Economics Tenure Status: Tenure-track Education: BA, Reed College, International and Comparative Policy Studies, 2001; PhD, University of California, Davis, Agricultural and Resource Economics, 2011 Academic Experience: Consultant, Office of Strategic Planning and Development Effectiveness, Inter- American Development Bank, 2011-13. Languages: Spanish (3) Research/Training Interests: Development Economics; Program Evaluation Number of Courses: 2 AEB 6933: Labor Economics; AEB 4334: Agricultural Price Analysis Number of Recent Publications: 9 With A. Maffioli. “Extension and Matching Grants for Improved Management: An Evaluation of the Uruguayan Livestock Program.” American Journal of Agricultural Economics 98, no. 1 (2016): 333-50. With M. Norton, D. Osgood, M. Madajewicz, E. Holthaus, et al. “Evidence of Demand for Index Insurance: Experimental Games and Commercial Transactions in Ethiopia.” The Journal of Development Studies 60, no. 5 (2014): 630-48. Percentage of time devoted to LAC studies: 50%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A59 PR/Award # P015A180146 Page e148 MUÑOZ-CARPENA, Rafael Year of Appointment: 2001 Title/Department: Professor, Agricultural and Biological Engineering Tenure Status: Tenured Education: BS, MS, Technical University of Madrid, Agricultural Engineering, 1989; PhD, North Carolina State University, Biological and Agricultural Engineering, 1993 Academic Experience: Tenured Researcher, Canary Islands Agricultural Research Institute, 2000-2001; Engineering Researcher, Canary Islands Agricultural Research Institute, 1993-2000; Adjunct Professor, University of La Laguna, 1994-2001. Number of Theses Supervised During Past 5 Years: 18 Languages: Spanish (5), French (2) Research/Teaching Interests: Global Sensitivity and Uncertainty of Environmental Models; Surface, Vadose Zone, and Groundwater Hydrology; Water Quality and Hydrological Modeling; Water Conservation Overseas Experience: Brazil, Costa Rica, Peru, Bolivia, Argentina Number of Recent Publications: 9 With N. Nelson, P. Neale, M. Tzortziou, and J. Megonigal. “Temporal Variability in the Importance of Hydrologic, Biotic, and Climatic Descriptors of Dissolved Oxygen Dynamics in a Shallow Tidal- Marsh Creek.” Water Resour. Res. 53, no. 8 (2017): 7103-20. Percentage of time devoted to LAC studies: 25% Distinctions: University Term Professor, 2017-2020; FL-ASABE Distinguished Achievement Award Florida Section of the American Society of Agricultural and Biological Engineers, 2016; Corresponding Member of the Royal Academy of Engineers of Spain, 2015
MURTHA, Timothy M. Year of Appointment: 2017 Title/Department: Associate Professor, Center for Latin American Studies & Landscape Architecture Tenure Status: Tenured Education: BA, University of Central Florida, Anthropology, 1994, MA, Pennsylvania State University, Anthropology; PhD, Pennsylvania State University, Anthropology, 2002 Academic Experience: Director, Hammer Center for Community Design, Pennsylvania State University, 2014-17; Assistant Professor, Landscape Architecture, Pennsylvania State University, 2004-2010. Number of Theses Supervised During Past 5 Years: 8 Languages: Spanish (3) Research/Teaching Interests: Settlement Ecology; Urbanism, Landscape; Ecological Urbanism and Coupled Natural and Human Systems Dynamics in Lowland Central America Number of Courses: 2 LAS 6938: City as Landscape in Latina America; LAS 6938: City and Landscape in Latin America Overseas Experience: Belize, Guatemala, Mexico Number of Recent Publications: 13 With C. Golden, B. Cook, D. S. Shaffer, W. Schroder, et al. “Reanalyzing Environmental Lidar Data for Archaeology: Mesoamerican Applications and Implications.” Journal of Archaeological Science: Reports 9 (2016): 293-308. Percentage of time devoted to LAC studies: 75% Distinctions: One-Month Research Award, Dumbarton Oaks, 2018
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A60 PR/Award # P015A180146 Page e149 NAGAN, Winston Year of Appointment: 1975 Title/Department: Sam T. Dell Research Scholar and Professor, Levin College of Law Tenure Status: Tenured Education: BA, University of South Africa, Law, May 1965; BA, Brasenose College, Honors Juris., 1966; MA, Brasenose College, Juris., 1970; MCL/LLM, Duke School of Law, 1970; JSD, Yale School of Law, 1977 Academic Experience: Visiting Professor, University of Warsaw Law School, Summer 2012; Visiting Professor of Law University of Cape Town, Spring 1993; Lecturer, African American Studies, Yale University, 1974-1975 Languages: Spanish (1) Research/Teaching Interests: International Human Rights; National Security Law; Legal Theory; International Law; International Courts; Ethnic Conflict Number of Courses: 3 LAW 6260: International Law; LAW 6263: International Human Rights Law; LAW 6936: Selected Problems in Human Rights Overseas Experience: Ecuador Number of Recent Publications: 19 “The Struggles for Justice in the Civil Rights March from Selma to Montgomery: The Legacy of the Magna Carta and the Common Law Tradition.” Eruditio 1, no. 6 (2015). “Social Capital and the New Paradigm Thinking.” Eruditio 1, no. 6 (2015). With Jacobs. “New Paradigm for Global Rule of Law.” Cadmus 1, no. 4 (2012). Percentage of time devoted to LAC studies: 25%
NAIR, P.K. Ramachandran Year of Appointment: 1987 Title/Department: Distinguished Professor, Forest Resources and Conservation Tenure Status: Tenured Education: BS, University of Kerala, India, 1961; MS, University of Kerala, India, Agronomy, 1968; PhD, Pantnagar Agricultural University, India, Agronomy, 1971; Dr. Sc., University of Goettingen, Germany, Tropical Agriculture, 1978 Academic Experience: Visiting Fellow, Environment and Policy Institute, 1984; Senior Research Fellow, Institute of Forest Ecosystems, University of Göttingen, 1976-1978; Research Assistant, Agricultural College, Kerala Agricultural University, 1961-1968 Number of Theses Supervised During Past 5 Years: 5 Languages: Spanish (2), French (2) Research/Teaching Interests: Agroforestry; International Forestry Courses: Agroforestry; Scientific Writing and Communication Overseas Experience: Brazil, Costa Rica, Ecuador, Haiti, Jamaica, Mexico, Panama Selected Publications: 14 “Managed Multi-Strata Tree + Crop Systems: An Agroecological Marvel” Perspective. Front. Environ. Sci. 13 (December 2017). Percentage of time devoted to LAC studies: 25% Distinctions: Forest Science Research Award, 2014; Mahatma Gandhi Parvasi Gold Medal, NRI Welfare Society, New Delhi, 2014
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A61 PR/Award # P015A180146 Page e150 NARANJO, Andy Year of Appointment: 1993 Title/Department: Emerson/Merrill Lynch Professor of Finance & Chairman, Department of Finance, Insurance, and Real Estate Tenure Status: Tenured Education: BS, University of California at Riverside, Economics, 1986; MA, Claremont Graduate University, Economics, 1988; PhD, Claremont Graduate University, Financial and International Economics, 1994 Academic Experience: Financial Economist, Claremont Economics Institute (CEI), 1989-1991; Botany Laboratory Assistant, University of California at Riverside, 1983-1986 Number of Theses Supervised During Past 5 Years: 12 Languages: Spanish (3) Research/Teaching Interests: Financial Economics; International Finance; Capital Market Linkages; Asset Pricing; Information Flows; Real Estate Finance Number of Courses: 2 GEB 6366: International Business Overseas Experience: Argentina, Brazil, Chile, Cuba, Peru Number of Recent Publications: 5 With J. Lee and G. Velioglu. “When do CDS Spreads Lead? Rating Events, Private Entities, and Firm- specific Information Flows.” Journal of Financial Economics (2017). Percentage of time devoted to LAC studies: 25% Distinctions: Best Paper Award Semi-Finalist, Financial Management Association Conference, 2017; 2nd Place, Chicago Quantitative Alliance (CQA) Annual Academic Competition, September 2016; H
NEEDELL, Jeffrey D. Year of Appointment: 1987 Title/Department: Professor, History Tenure Status: Tenured Education: AB, University of California, Berkeley, 1974; MA, Yale University, History, 1978; PhD, Stanford University, History, 1982 Academic Experience: Visiting Fulbright Lecturer, Graduate Program, Universidade Federal Fluminense, 1997; Assistant Professor, Department of History, University of Oregon, 1982-1987; Program Associate, Latin American Program, Woodrow Wilson International Center for Scholars, 1985-1987. Number of Theses Supervised During Past 5 Years: 8 Languages: Portuguese (4), French (3), Spanish (3) Research/Teaching Interests: Brazilian Political and Intellectual History, ca. 1820-1930s; Slavery and Afro-Brazilian Political Mobilization, ca. 1750-1904; Brazilian cultural history/Latin America after 1750 Number of Courses: 4 LAH 4930: Senior Seminar on Brazilian Race and Slavery; LAH 4630/5637: Brazil after 1750 Overseas Experience: Brazil Number of Recent Publications: Emergent Brazil: Key Perspectives on a New Global Power. Gainesville, FL: University Press of Florida, 2015. Percentage of time devoted to LAC studies: 100% Distinctions: University of Florida Term Professorship for 2016-2019
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A62 PR/Award # P015A180146 Page e151 NICKERSON, Max A. Year of Appointment: 1990 Title/Department: Curator of Herpetology, Florida Museum of Natural History; Affiliate Professor, College of Wildlife Ecology and Conservation, Affiliate; Professor, Center for Latin American Studies; Curator, School of Natural Resources and the Environment Tenure Status: Tenured Education: BA, Central Methodist University, Biology, 1960; PhD, Arizona State University, Zoology, 1968 Academic Experience: Adjunct Professor, University of Wisconsin Milwaukee, 1970-1990; Assistant and Associate Professor, Arkansas State University, 1968-1971 Number of Theses Supervised During Past 5 Years: 3 Languages: Spanish (4) Research/Teaching Interests: Ecology and Semantics of Amphibians and Reptiles; Vertebrate Populations in Lotic Habitats; Retardation of Regeneration in Salamanders; Biology of Venomous Reptiles Number of Courses: 3 Spring Vertebrates in Lotic Habitats; Snake Structure and Function; Salamander Biology Overseas Experience: Mexico, Guatemala, Belize, Honduras, Nicaragua, Costa Rica, Columbia, Peru Number of Recent Publications: 6 With A. L. Pitt, J. J. Tavano, K. A. Hecht, and J. C. Mitchell. “Forest Removal and the Cascade of Effects Corresponding with an Ozark Hellbender Population Decline: A Review.” Bulletin Florida Museum of Natural History 54 (2017): 147-65. With K. Hecht-Kardaz and P. Colclough. “Hellbender Salamanders (Cryptobranchus Alleganiensis) May Exhibit an Ontogenetic Diet Shift.” Southeastern Naturalist 16, no. 2 (2017): 157-62. Percentage of time devoted to LAC studies: 30%
ORTIZ, Paul Year of Appointment: 2008 Title/Department: Associate Professor, History; Director, Proctor Oral History Program Tenure Status: Tenured Education: BA, the Evergreen State College, History/Political Economy, 1990; PhD, History, Duke University, 2000. Academic Experience: Associate Professor, Community Studies, University of California, Santa Cruz, 2005-2008; Visiting Assistant Professor, History and Documentary Studies, Duke University, 2000-2001. Number of Theses Supervised During Past 5 Years: 28 Languages: Spanish (4), French (2) Research/Teaching Interests: Immigration and Working Class History; Caribbean Literature and Social Movements; Latino History Number of Courses: 3 AMH 3582: African-American and Latino History; AFA 3240: African Diaspora; AMH 3500 Overseas Experience: Trinidad, Panama, Honduras, Venezuela, Colombia, Spain, Portugal Number of Recent Publications: 2 An African American and Latinx History of the United States. Boston: Beacon Press, 2018. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A63 PR/Award # P015A180146 Page e152 OYUELA-CAYCEDO, Augusto Year of Appointment: 2004 Title/Department: Associate Professor, Anthropology Tenure Status: Tenured Education: BA, Universidad de los Andes, Anthropology, 1985; PhD, University of Pittsburgh, Anthropology, 1993 Academic Experience: Adjunct Instructor, Eckerd College, 2000-2001; Research Associate, University of Pennsylvania Museum of Archaeology, 1996-2004 Number of Theses Supervised During Past 5 Years: 12 Languages: Spanish (5) Research/Teaching Interests: Historical Ecology; Evolution of Ideology; Ecology of Religion; Indigenous Peoples of South America; Origins of Technology and Food Production; History and Theory of Archaeology and Anthropology Number of Courses: 4 ANG 6930/ANT 4930: Circum-Caribbean Archaeology; ANG 6030/ANT 4930: Social Life of Plants Overseas Experience: Brazil, Colombia, Ecuador, Peru Number of Recent Publications: 1 With T. W. Killion, P. J. Arnold III, M. Blake, and M. D. Coe, et al. “Nonagricultural Cultivation and Social Complexity: The Olmec, their Ancestors, and Mexico’s Southern Gulf Coast Lowlands.” Current Anthropology 54, no. 5 (2013). Percentage of time devoted to LAC studies: 100%
PAULSON, Susan Year of Appointment: 2014 Title/Department: Professor, Anthropology; Professor, Center for Latin American Studies Tenure Status: Tenured Education: BA, Carleton College, Sociology and Anthropology, 1983; MA, University of Chicago, 1986; PhD, University of Chicago, Anthropology, 1992 Academic Experience: Professor, Director of Service Learning, European Campus of Miami University, 2012-2014; Fulbright Teaching and Research Fellow, University of Panama, 2006; Professor of Graduate Studies, Centro de Estudios Superiores Universitarios, Universidad Mayor San Simon, 1992-1997. Number of Theses Supervised During Past 5 Years: 11 Languages: Spanish (5), French (4), Portuguese (3), Quechua (2) Research/Teaching Interests: Political Ecology; Gender/Class/Race/Ethnicity; Research Methodologies; Sustainability Science; Degrowth Number of Courses: 3 LAS 6293: Design and Methods of Research in Latin American Studies Overseas Experience: Bolivia, Brazil, Ecuador, Peru, Sweden Number of Recent Publications: 9 “Power and Difference in Conservation Policy: Changing Masculinities and Andean Watersheds.” The Brown Journal of World Affairs 23, no. 2 (2017): 207-24. Percentage of time devoted to LAC studies: 100% Distinctions: Grant from Wenner-Gren Foundation to host a theory-building workshop at UF in 2018, Fulbright Scholar Award to Ecuador 2018-19.
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
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PELUFFO, Maria Cecilia Year of Appointment: 2017 Title/Department: Assistant Professor, Economics Tenure Status: Tenure track Education: BA, Universidad Nacional de La Plata, Argentina, Economics, 2007; MA, Universidad Nacional de La Plata, Argentina, Economics, 2010; MA, Northwestern University, Economics 2013; PhD, Northwestern University, Economics, 2017 Academic Experience: Research Assistant, Northwestern University, 2012-2016; Research Assistant, Universidad Nacional de La Plata, 2008-2011 Languages: Spanish (5) Research/Teaching Interests: Development Economics; Labor Economics; Applied Microeconomics Number of Courses: 1 ECS 4013: Economic Development Overseas Experience: Argentina Number of Recent Publications: 1 With J. Cristia and A. García Prado. “The Impact of Contracting in Versus Contracting out Basic Health Services: The Guatemalan Experience.” World Development 70, no. C, (2015): 215-27 Percentage of time devoted to LAC studies: 25% Distinctions: Dissertation Year Fellowship, Northwestern University, 2016-2017
PÉREZ-MÉNDEZ, Alfonso Year of Appointment: 1996 Title/Department: Professor, Architecture Tenure Status: Tenured Education: B.Arch, University of Barcelona, Architecture, 1980; M. Construction Engineering, Polytechnic School, 1983; M.S.Arch, Columbia University, Architecture, 1990 Academic Experience: Project Architect, Frankfurt Museum of Ethnology, 1995; Senior associate, Museum of Contemporary Art. Barcelona, Spain, 1990-1995; Assistant Architect, Alberto Baltar Architects, 1980-1981 Number of Theses Supervised During Past 5 Years: 5 Languages: Spanish (5), Italian (4), French (3), Catalan (3), Galician (3) Research/Teaching Interests: Latin American Regional architecture; Latin American Architectural History Post-WWII Number of Courses: 1 ARC 6357: Architectural History—Modernism in Cuba Overseas Experience: Cuba, Mexico, Italy Number of Recent Publications: 6 “La propaganda en la fabricación de un consenso público sobre el planeamiento: La Ciudad Universitaria de México y los Jardines del Pedregal de San Ángel.” Proyectiva 5 (2017): 6-20. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A65 PR/Award # P015A180146 Page e154 PERRONE, Charles A. Year of Appointment: 1985 Title/Department: Professor Emeritus, Spanish and Portuguese Studies Tenure Status: Tenured Education: BA, University of California, Santa Cruz, Spanish and American Literature, 1973; MA, University of California, Irvine, Spanish, Spanish-American, and Brazilian Literature, 1976; PhD, University of Texas, Austin, Luso-Brazilian Literature, 1985 Academic Experience: Assistant Instructor, Department of Spanish and Portuguese, University of Texas at Austin, 1980-1985; Teaching Assistant, Department of Spanish and Portuguese, University of California Irvine, 1974-1977 Number of Theses Supervised During Past 5 Years: 2 Languages: Portuguese (5), Spanish (4), French (3) Research/Teaching Interests: Portuguese; Luso-Brazilian Literature Civilization and Culture; 20th Century Brazilian Poetry; Brazilian Popular Music Number of Courses: 4 POR 3500: Luso-Brazilian Civilization and Culture; POW 4480: Contemporary Brazilian Narrative Overseas Experience: Brazil, Mexico Number of Recent Publications: 9 “Shared Passages: Spanish-American-Brazilian Links in Contemporary Poetry.” In Beyond Tordesillas: Critical Essays in Comparative Luso-Hispanic Studies, edited by Robert Patrick Newcomb and Richard A. Gordon. Columbus: Ohio State University Press, 2017. Percentage of time devoted to LAC studies: 100%
PERZ, Stephen G. Year of Appointment: 2000 Title/Department: Professor, Sociology Tenure Status: Tenured Education: BA, Southwestern University, Psychology and Sociology, 1992; MA, University of Texas, Austin, Sociology, 1994; PhD, University of Texas, Austin, Sociology, 1997 Academic Experience: Post-doctoral Fellow, Latin American Studies, University of Florida, 1997-2000 Number of Theses Supervised During Past 5 Years: 17 Languages: Portuguese (4), Spanish (4) Research/Teaching Interests: Sociology of Latin America; Environmental Sociology; Sociology of Development; Interdisciplinary Science and Management Number of Courses: 5 Seminar in Environment and Society; Population and Society in Latin America Overseas Experience: Bolivia, Brazil, Peru Number of Recent Publications: 19 With S. Boillat, F. M. Scarpa, J. P. Robson, et.al. “Land System Science in Latin America: Challenges and Perspectives.” Current Opinion in Environmental Sustainability 26 (2017): 37-46. Percentage of time devoted to LAC studies: 100% Distinctions: University of Florida Term Professorship Award, 2016-2019; International Educator of the Year Award, University of Florida, Senior Faculty, 2015-2016; UF Foundation Preeminence Term Professorship, 2014-2015
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A66 PR/Award # P015A180146 Page e155 PETERSON, Anna L. Year of Appointment: 1993 Title/Department: Professor, Religion Tenure Status: Tenured Education: BA, University of California, Berkeley, Religious Studies, 1985; MA, University of Chicago Divinity School, 1987; PhD, University of Chicago, Christianity in Latin America, Social Ethics, Environmental Ethics, 1991 Academic Experience: Visiting fellow, Department of Religion, Wesleyan University, 1998-2000; Assistant Professor, Religious Studies, St. Norbert College, 1991-1993 Number of Theses Supervised During Past 5 Years: 10 Languages: Spanish (5), Portuguese (2), French (1) Research/Teaching Interests: Religion in Latin America; Social Ethics; Environmental Ethics Number of Courses: 2 Religion and Social Change; Religion and Violence, Latin American Religions Overseas Experience: El Salvador, Mexico, Nicaragua, Peru, Chile, Ecuador Number of Recent Publications: 4 With Todd LeVasseur, eds. Religion and Ecological Crisis: The “Lynn White Thesis” At 50. New York: Routledge, 2016. Percentage of time devoted to LAC studies: 50% Distinctions: Named term professorship, 2016-2018; team-teaching award, Center for the Humanities and the Public Sphere, 2018; Global Studies course development award, 2015.
PHARIES, David A. Year of Appointment: 1980 Title/Department: Professor, Spanish and Portuguese Studies, Associate Dean for Humanities, College of Liberal Arts and Sciences Tenure Status: Tenured Education: BA, Austin College, Spanish, 1973; CPhil, University of California, Berkeley, Romance Philology, 1978; PhD, University of California, Berkeley, Romance Philology, 1979 Academic Experience: Visiting Assistant Professor of Spanish, Arizona State University, 1979-1980 Number of Theses Supervised During Past 5 Years: 3 Languages: Spanish (5) Research/Teaching Interests: Spanish Linguistics; Spanish Language, Literature, and Phonology; Romance Linguistics Number of Courses: 1 SPN 4930/6735: Spanish Dictionaries Overseas Experience: Mexico Number of Recent Publications: 5 “El estudio etimológico de los prefijos españoles.” In Etimología e historia en el lé xico del español, edited by Mariano Quirós Garcia,́ José Antonio Pascual Rodríguez, Emma Falque Rey, José Ramón Carriazo, et al. Madrid: Iberoamericana / Frankfurt am Main: Vervuert, 2016. Percentage of time devoted to LAC studies: 100%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A67 PR/Award # P015A180146 Page e156 PORZECANSKI, Ignacio Year of Appointment: 2004 Title/Department: Lecturer, School of Natural Resources and Environment Tenure Status: Non-tenure track Education: BS, Hebrew University, Agriculture, 1967; PhD, Cambridge University, UK, Genetics, 1972 Academic Experience: Head of the Sustainable Development Unit at PROBIDES (Programa para la Conservación de la Biodiversidad y el Desarrollo Sustentable de los Humedales del Este) in Rocha, Uruguay, 1997-2003; Assistant Professor of Plant Breeding at the School of Agronomy (Facultad de Agronomía), University of Uruguay, 1985-1996 Number of Theses Supervised During Past 5 Years: 5 Languages: Spanish (5), Portuguese (5), French (4), Italian (4). Research/Teaching Interests: Natural Resource Management; Environmental Policy Overseas Experience: Brazil, Uruguay Percentage of time devoted to LAC studies: 75%
POWELL, Heidi C. Year of Appointment: 2017 Title/Department: Director of MA Art Education Program Online Tenure Status: Tenure track Education: BA, Houston Baptist University, Music Performance and Music Education, 1988; MEd, University of Houston, Curriculum and Instruction (Art Education), 2001; EdD, University of Houston, Curriculum and Instruction (Art Education), 2006. Academic Experience: Department of Art and Art History, University of Texas at Austin, 2014-2017; Visiting Scholar, Health Institute for the Medical Humanities, University of Texas Medical Branch at Galveston, 2013; Assistant Professor, Department of Art, University of Arkansas-Little Rock, 2008-2012 Number of Theses Supervised During Past 5 Years: 11 Languages: Spanish (4), French (2), Icelandic (3) Pedagogy Training (for language instructors): Bilingual education K-12, ESL, ELL. Research/Teaching Interests: Art Education; Indigenous Identities; Global Arts Initiatives; Arts and Medicine Overseas Experience: Australia, Austria, Cuba, Guatemala, Iceland, Mexico Number of Recent Publications: 6 “Becoming a Curator of Memories: Memorializing Memory in Art Education.” In Revitalizing History: Recognizing the Struggles, Lives, and Achievements of African American and Women Art Educators, edited by P. Bolin and A. Katawala. Wilmington, DE: Vernon Press, 2017. “Interview with Tommy Joseph.” Trends (The Journal of the Texas Art Education Association). Annual Issue (2017). Percentage of time devoted to LAC studies: 25% Distinctions: TAEA Art Educator of the Year in Higher Education 2016-2017
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A68 PR/Award # P015A180146 Page e157 PUTZ, Francis E. Year of Appointment: 1982 Title/Department: Distinguished Professor, Biology Tenure Status: Tenured Education: BS, University of Wisconsin, Biology, 1973; PhD, Cornell University, Ecology, 1982 Academic Experience: Visiting Scientist, Forest Research Institute, Malaysia, 1981; Pre-doctoral Research Fellow, Smithsonian Tropical Research Institute, Republic of Panama, 1979-1981; Teaching Assistant, Cornell University, 1976-1979 Number of Theses Supervised During Past 5 Years: 20 Languages: French (4), Spanish (4), Indonesian (4) Research/Teaching Interests: Ecological Basis for Sustainable Natural Forest Management in the Tropics; Fire Ecology; Conservation Biology; Experimental Design Number of Courses: 2 BOT 2010: Introductory Botany; PCB 3601C: Plant Ecology Overseas Experience: Bolivia, Costa Rica, Ecuador, Indonesia, Malaysia, Panama, Peru, Mexico, Colombia Number of Recent Publications: 48 With T. A. P. West, K. A. Grogan, M. E. Swisher, J. L. Caviglia-Harris, et al. “A Hybrid Optimization- Agent-Based Model of REDD+ Payments to Households on an Old Deforestation Frontier in the Brazilian Amazon.” Environmental Modelling & Software 100 (2018): 159-74. Percentage of time devoted to LAC studies: 40% Distinctions: National Academy of Sciences Jefferson Fellow 2017-2018
RESENDE, Rosana D. Year of Appointment: 2015 Title/Department: Lecturer, Center for Latin American Studies Tenure Status: Non-tenure track Education: BA, University of Miami, Psychology and English, 1992; MS, Ed. University of Miami, Research and Evaluation, 2000; MA, University of Florida, Anthropology, 2002; PhD, University of Florida, Anthropology & Certificate: Latin American Studies, 2009 Academic Experience: Evaluator, Emory University and Farmworker Association of Florida, 2013-2014; Fulbright U.S. Scholar Post-Doctoral, Brazil, 2014 Number of Theses Supervised During Past 5 Years: 8 Languages: Spanish (5), Portuguese (5) Research/Teaching Interests: Gender; Globalization; Urbanization; Race and Ethnicity; Labor and Inequality; Migration; Intersectionality; Latin@s in the U.S. Overseas Experience: Brazil Selected Publications/Presentations: 1 With I. M. Freytes, J. LeLaurin, S. Zickmund, and C. P. Uphold. “Exploring the Post-Deployment Reintegration Experiences of Veterans with PTSD and Their Significant Others.” American Journal of Orthopsychiatry 87, no. 2: 149-56. Percentage of time devoted to LAC studies: 100% Distinctions: Junior Faculty Teaching Award, Consortium of Latin American Studies Programs (CLASP), 2018; Wise Latina Award, University of Florida Hispanic-Latino Affairs, 2016; Outstanding Faculty, LGBT Community Impact Award, 2015
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A69 PR/Award # P015A180146 Page e158 RIBEIRO DO VALLE, Denis Year of Appointment: 2013 Title/Department: Assistant Professor, Forest Resources and Conservation Tenure Status: Tenure track Education: BS, University of São Paulo, Forestry, 2003; MS, University of Florida, Forest Resources and Conservation, 2008; MS, Duke University, Statistics, 2013; PhD, Duke University, Ecology, 2013 Academic Experience: Consultant. Center for International Forestry Research (CIFOR), 2006; Assistant Researcher, Institute of Man and Environment in Amazonia (IMAZON), 2003-2006 Number of Theses Supervised During Past 5 Years: 6 Languages: Spanish (5), Portuguese (5) Research/Teaching Interests: Environmental Health; Plant Demography; Tropical Forest Management; Simulation Models; and Bayesian Statistical Models Number of Courses: 2 ALS 5932: Introduction to Applied Statistics for Agricultural and Life Sciences; FOR 6934: Introduction to Bayesian Statistics for Life Sciences Overseas Experience: Brazil, Amazon Number of Recent Publications: 14 With W. A. Chaves, M. C. Monroe, D. S. Wilkie, K. E. Sieving, et al. “Changing Wild Meat Consumption: An Experiment in the Central Amazon, Brazil.” Conservation Letter (2017). Percentage of time devoted to LAC studies: 80%
RIVERA-RAMOS, Zully Year of Appointment: 2017 Title/Department: Clinical Assistant Professor, ASPIRE and Outreach Coordinator, Counseling and Wellness Center Tenure Status: Non-tenure track Education: BA, University of Puerto Rico, Río Piedras, Psychology and Sociology, 2005; MS, University of Illinois, Urbana-Champaign, Counseling Psychology, 2009; PhD, University of Illinois, Urbana-Champaign, Counseling Psychology, 2012 Academic Experience: Staff Counselor, Counseling Center, University of North Florida, 2012-2015; Psychology Intern, Student Counseling Center, Texas Tech University, 2011-2012; Practicum Counselor, Division of Disability Resources and Educational Services, University of Illinois, 2009-2011 Languages: Spanish (5) Research/Teaching Interests: Gender Diversity; Sexual Orientation; Latinx Identities Number of Courses: 1 PCO 7944: Practicum Counseling Overseas Experience: Puerto Rico Number of Recent Publications: 3 With R. F. Oswald and L. P. Buki. “A Latina/o Campus Community’s Readiness to Address Lesbian, Gay, and Bisexual Concerns.” Journal of Diversity in Higher Education 8, no. 2 (2015): 88-103. Percentage of time devoted to LAC studies: 25% Distinctions: Superior Accomplishment Faculty Award, University of Florida, Division of Student Affairs, 2018; Wise Latina Faculty/Staff Award, University of Florida, Latinx Affairs, 2017
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
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RISNER, Mary E. Year of Appointment: 2000 Title/Department: Associate Director, Outreach and Latin American Business Program, Center for Latin American Studies Tenure Status: Non-tenure track Education: BA, Stetson University, Business Administration, 1987; MA, Bowling Green State University, Spanish, 1995; MA, University of Florida, Latin American Studies, 2001; Ed.D, University of Florida, Curriculum and Instruction, 2011 Academic Experience: Fulbright Hays Group Project Abroad, Andean HATSS Project, 2008; Director, Summer English Program, The English Montessori Schools, Spain, 1988-1990 Languages: Spanish (4), Portuguese (3), French (3) Number of Courses: 2 LAS 6905/4905/POR 3224; Business in Brazil, LAS 4935; Global Studies for Educators Research/Teaching Interests: Global Education, Globally Networked Learning Environments; Teacher Education; Languages for Specific Purposes; Latin American Business and Culture; E-learning and Development of Latin American Related Content; Cross-Cultural Communication Overseas Experience: Brazil, France, Mexico, Spain Number of Recent Publications: 11 “Proficiency and Languages for Specific Purposes in the K-12 Classroom in Response to the Article Language Proficiency: Envisioning the Win in the High School Spanish Classroom.” Hispania, 100, no. 5 (2017). With M. Milleret, eds. “Handbook for Portuguese Instructors in the United States.” Roosevelt, NJ: Boa Vista Press, 2017. With M. Swarr, C. Bleess, and J. Graham. “Developing & Implementing LSP Curriculum at the K-12 Level.” In LSP Studies: Contemporary Trends in Research and Curriculum Development, edited by M. Long. Washington, DC: Georgetown University Press, 2017. Percentage of time devoted to LAC studies: 100%
ROBERTS III, Churchill Year of Appointment: 1997 Title/Department: Professor, Telecommunication; Co-Director, The Documentary Institute Tenure Status: Tenured Education: PhD, University of Iowa Academic Experience: Professor and Chair, Documentary Institute at University of West Florida, 1971- 1997 Research/Teaching Interests: Documentary Film Production, especially Historical Documentary Number of Courses: 2 RTV 3101: Advanced Writing for Electronic Media; MMC 6936: Documentary and Social Change Number of Recent Publications: 1 “The Curse of the Terracotta Warriors” (2016) (Documentary) Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
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ROBERTS, T. Grady Year of Appointment: 2011 Title/Department: Professor, Agricultural Education and Communication Tenure Status: Tenured Education: BS, University of Florida, Agricultural and Extension Education, 1987; MAg, University of Florida, Agricultural Education and Communication, 2000; PhD, University of Florida, Agricultural Education and Communication, 2003 Academic Experience: Assistant Professor, Department of Agricultural Leadership, Education, and Communications, Texas A&M University, 2004-2008 Languages: Spanish (2) Research/Teaching Interests: Global Education; Study Abroad; Food Security; Agricultural Development Number of Courses: 3 AEC 4224: Special Methods in Teaching Agricultural Education; AEC 4323: Development and Philosophy of Agricultural Education; AEC 6543: Teaching and Learning Theory—Applications in Agricultural Education and Communication Overseas Experience: Belize, Costa Rica, Dominican Republic, Honduras, Ecuador, Trinidad and Tobago Number of Recent Publications: 5 With N. W. Conner, T. G. Roberts, and J. Sterns. “An Exploration of the Cultural Adaptation Process During an International Experience in France.” Journal of International Agricultural and Extension Education 23, no. 3 (2016): 58-71. With T. G. Roberts, M. T. Rodriguez, J. L. Gouldthorpe, N. L. Stedman, et al. “Exploring Outcomes Two Years after an International Faculty Abroad Experience.” Journal of Agricultural Education 57, No. 1 (2016): 30-41. Percentage of time devoted to LAC studies: 25%
ROGAL, Maria Year of Appointment: 2001 Title/Department: Associate Professor, School of Art & Art History Tenure Status: Tenured Education: BA, Villanova University, Political Science/History 1988; MFA, Virginia Commonwealth University, Design and Visual Communications, 1995 Academic Experience: Assistant Professor of Communication Design, University of North Texas, 1996- 1997; Adjunct Assistant Professor, Virginia Commonwealth University, 1995-1996 Number of MFA Creative Projects Supervised During Past 5 Years: 11 Languages: Spanish (5) Research/Teaching Interests: Visual Communication; Intercultural Communication; Design and Development Overseas Experience: Mexico Number of Recent Publications: 1 With R. Sánchez. “Co-Designing for Development.” In Routledge Handbook of Sustainable Development, edited by R. Egenhoefer. London: Routledge, 2018. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
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ROMERO, Claudia Year of Appointment: 2008 Title/Department: Courtesy Faculty, Department of Biology Tenure Status: Non-tenure track Education: BSc, Universidad de Los Andes, Bogotá, Colombia, Biology, 1984; MSc, University of Florida, Department of Botany, 1998; PhD, University of Florida, Botany, 2006. Academic Experience: Director of Planning and Management, National Parks, Ministry of the Environment, Colombia, 1995; Project Coordinator, Fundación Natura, Colombia, 1992-1995; Biologist, Gorgona Island National Park, Instituto Nacional de los Recursos Naturales Renovables y del Ambiente INDERENA, Colombia, 1986 Languages: Spanish (5), French (5), English (5), Italian (3), German (3) Research/Teaching Interests: Economic Incentives for Tropical Forests Conservation; Climate Change Policies as Related to Tropical Forests; Agent-Based Models for Policy Design; Evaluation of Conservation Interventions. Overseas Experience: Colombia, Peru, Costa Rica, South Africa, Zimbabwe, Indonesia, Malaysia. Percentage of time devoted to LAC studies: 25%
ROSENBERG, Leah Year of Appointment: 2001 Title/Department: Associate Professor, Department of English Tenure Status: Tenure-track Education: BA, Johns Hopkins, Classics, 1986; MFA, Brooklyn College, Creative Writing, 1991; PhD, Cornell University, Comparative Literature, 2000 Academic Experience: Assistant Professor of English, Grinnell College, 1999-2001 Number of Theses Supervised during Past 5 Years: 9 Languages: French (2), German (2), Spanish (1) Research/Teaching Interests: Anglophone Caribbean Literature and History; Digital Humanities Number of Courses: 4 LIT 4188: Anglophone Caribbean Literature-Its History and Debates; LIT 4183: Tourism and Caribbean Culture; LIT 4192: Caribbean Literature-Empire and Identity; AML 4453: Comparative U.S. and Caribbean Literature. Overseas Experience: Jamaica, Trinidad Number of Recent Publications: 4 With J. Dillon Brown, eds. Beyond Windrush: Rethinking Postwar Anglophone Caribbean Literature. Oxford, MS: University of Mississippi Press, 2015; paperback 2017. Percentage of time devoted to LAC studies: 75% Distinctions: Fellow, National Humanities Center, 2010-2013; Excellence Award for Digital Humanities, the Digital Library of the Caribbean, 2011
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
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ROYCE, Frederick S. Year of Appointment: 1994 Title/Department: Assistant In, Agricultural and Biological Engineering Tenure Status: Non-tenure track Education: BS, University of Florida, Agricultural Operations Management, 1994; MS, University of Florida, Agricultural and Biological Engineering, 1996; PhD, University of Florida, Agricultural and Biological Engineering, 2002 Academic Experience: Project Manager, CARE, 1986-1991; Technical Advisor, Ministry of Agricultural Development, 1982-1986 Languages: Spanish (3) Research/Teaching Interests: Agricultural Cooperatives; Agrarian Reform; Rural Social Movements; Cuban Agriculture; Foreign Investment; On-Farm Uses of Computer-Based Information Technologies including Climate Prediction Number of Courses: 2 Agricultural Cooperatives in Latin America; Cuban Agriculture Overseas Experience: Argentina, Brazil, Colombia, Costa Rica, Cuba, Ecuador, Mexico, Nicaragua, Venezuela Number of Recent Publications: 3 “Agricultural Production Cooperatives in Cuba: Toward Sustainability.” In Cooperativism and Local Development in Cuba: An agenda for Democratic Transformation, edited by S. Novković and H. Leiden, Netherlands: Veltmeyer Brill, forthcoming 2018. Percentage of time devoted to LAC studies: 100%
RUIZ MENJIVAR, Jorge Year of Appointment: 2016 Title/Department: Assistant Professor, Department of Family, Youth, and Community Sciences Tenure Status: Tenure track Education: BS, University of New Orleans, Accounting, minor in Spanish, 2011; MS, University of Florida, Personal and Financial Planning, 2013; PhD, University of Georgia, Financial Planning, Housing and Consumer Economics, 2016 Academic Experience: Lecturer and Graduate Teaching Assistant, Department of Financial Planning, Housing and Consumer Economics, University of Georgia, 2015-2016; Graduate Research Assistant, Department of Financial Planning, Housing and Consumer Economics, University of Georgia, 2013-2015 Languages: Spanish (5) Research/Teaching Interests: Cross-Cultural Study and Psychometric Measurements of Financial Constructs; Personal Finance; Household Economics; Farmers and Economic Decision Making; Quantitative Methods and Mixed Methods; Scale Development Number of Courses: 1 FYC 4003: Personal and Family Financial Counseling Overseas Experience: Costa Rica Number of Recent Publications: 10 With S. Kuzniak, A. Rabbani, W. Heo, and J. E. Grable, J. E. “The Grable and Lytton Risk Tolerance Scale: A 15-Year Retrospective.” Financial Services Review 24, no. 2 (2015): 177-92. Percentage of time devoted to LAC studies: 100%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
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RUPPERT, Thomas K. Year of Appointment: 2007 Title/Department: Assistant In, Environmental Law, Agricultural and Biological Engineering Tenure Status: Non-tenure track Education: BA, Southwest Minnesota State University, Literature and Philosophy, 1995; JD, University of Florida, 2003 Academic Experience: University of Florida, 2007- Present Languages: Spanish (3) Research/Teaching Interests: Property/Land Tenure Regimes; Human Rights; Water Quality; Sea-level Rise; Coastal Law and Policy Overseas Experience: Panama, Guatemala, Costa Rica, Brazil, Colombia Number of Recent Publications: With C. Grimm. “Drowning in Place: Local Government Costs and Liabilities for Flooding Due to Sea- level Rise.” Florida Bar Journal 87, no. 9 (2013): 29. “Reasonable Investment-Backed Expectations: Should Notice of Rising Seas Lead to Falling Expectations for Coastal Property Purchasers?” Journal of Land Use and Environmental Law 26, no. 2 (2011): 239-77. Percentage of time devoted to LAC studies: 25%
RYAN, Sadie Year of Appointment: 2014 Title/Department: Associate Professor, Medical Geography Tenure Status: Tenured Education: BA, Princeton University, Ecology and Evolutionary Biology, 1998; PhD, University of California, Berkeley, Policy and Management, 2006 Academic Experience: Research Assistant Professor, SUNY Upstate Medical University, 2012-2017; Lecturer, Department of Anthropology, Stanford University, 2008; Conservation & Research Associate, Department of Conservation and Science, Lincoln Park Zoo, 1998-2002. Languages: Spanish (4) Research/Teaching Interests: Medical geography; Disease Ecology; Tropical Conservation; Human- Wildlife Interface; Spatial Model Number of Courses: 4 GEO 3930: People and Plagues; EFB 360: Introduction to Epidemiology; EFB 497: Conservation in Ecuador; EFB 497/797: Emerging Diseases of Humans and Wildlife Seminar Overseas Experience: Ecuador, Caribbean, Uganda, South Africa Number of Recent Publications: 44 With C. J. Carlton, E. A. Mordecai, and L. R. Johnson. “Climate Change Drives Uncertain Global Shifts in Potential Distribution and Seasonal Risk of Aedes-Transmitted Viruses.” BioRXiv (2017). With A. Kenneson, E. Beltra-Ayala, M. J. Borbor-Cordova, M. E. Polhemus, et al. “Social-Ecological Factors and Preventive Actions Decrease the Risk of Dengue Infection at the Household-Level: Results from a Prospective Dengue Surveillance Study in Machala, Ecuador.” BioRXiv (2017). Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
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SANCHEZ, Pedro Year of Appointment: 2016 Title/Department: Research Professor of Tropical Soil Science, Soil and Water Sciences Department Tenure Status: Non-tenure track Education: BS, Cornell University, Agronomy, 1962; MS, Cornell University, Soil Science, 1964; PhD, Cornell University, Soil Science, 1968 Academic Experience: Director, Agriculture and Food Security Center, the Earth Institute at Columbia University, 2003-2016; Coordinator, Tropical Soils Program, North Carolina State University, 1984- 1991; Coordinator, Tropical Pastures Program, Centro International de Agricultural Tropical (CIAT), Cali, Colombia, 1977-1979. Languages: Spanish (5), Portuguese (4) Research/Teaching Interests: Tropical soils for ending hunger in ways compatible with the environment Overseas Experience: Cuba, Philippines, Peru, Colombia, Brazil, Kenya Number of Recent Publications: 5 Properties and Management of Soils in the Tropics. Second Edition. Cambridge: Cambridge University Press, 2017 Percentage of time devoted to LAC studies: 50% Distinctions: Fellow of the American Society of Agronomy, the Soil Science Society of America, the American Association for the Advancement of Science, the American Academy for Art and Sciences, and an honorary member of the Colombian and Cuban Societies of Soil Science. World Food Prize laureate, 2002; MacArthur Fellow, 2004; elected to the US National Academy of Sciences, 2012. President Barack Obama appointed him to the Presidential Committee for the National Medal of Science, January 2017
SANCHEZ JR, Raúl Year of Appointment: 2005 Title/Department: Associate Professor, Department of English Tenure Status: Tenured Education: BA, University of Tampa, English and Writing, 1987; MA, University of South Florida, English, Rethoric and Composition, 1992; PhD, University of South Florida, English, Rethoric and Composition, 1998 Academic Experience: Assistant Professor, University Writing Program and Department of English, University of Utah, 1998-2005; Visiting Instructor, University Writing Program, University of Utah, 1996-1998 Languages: Spanish (3) Research/Teaching Interests: Composition; Rhetoric; Decolonial/Postcolonial Theory; Cultural Studies Number of Recent Publications: 4 With M. Rogal. “Codesigning for Development.” In Routledge Handbook of Sustainable Design, edited by Rachel Beth Egenhoefer. New York: Routledge, 2018. Inside the Subject: A Theory of Identity for the Study of Writing. National Council of Teachers of English (CCCC Studies in Writing and Rhetoric), 2017. With Iris D. Ruiz. Decolonizing Rhetoric and Composition Studies: New Latinx Keywords for Theory and Pedagogy. New York: Palgrave, 2016. Percentage of time devoted to LAC studies: 50%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A76 PR/Award # P015A180146 Page e165 SANDOVAL GUTIERREZ, Héctor H. Year of Appointment: 2015 Title/Department: Assistant Professor, Department of Economics. Director of Economic Analysis, Bureau of Economic and Business Research (BEBR) Tenure Status: Tenure track Education: BS, Economics, Tecnológico de Monterrey, Campus Ciudad de México, 2004; MA, Economics and Public Policy, EGAP Tecnológico de Monterrey, CCM, 2006; MSc, Economics, University of Wisconsin – Madison, 2013; PhD Economics, University of Wisconsin – Madison, 2015 Academic Experience: Research Assistant, Data analysis on sovereign debt crisis, University of Wisconsin – Madison, 2015 Number of Theses Supervised During Past 5 Years: 2 Languages: Spanish (5), French (2) Research/Teaching Interests: Applied Microeconomics; Social Interactions; Peer Effects, Education, and Program Evaluation Number of Courses: 1 ECO 4934: Applied Analysis of Economic Indicators; Overseas Experience: Mexico Percentage of time devoted to LAC studies: 25%
SARGENT, Steven Alonzo Year of Appointment: 1987 Title/Department: Professor, Horticultural Sciences Tenure Status: Tenured Education: BS, Michigan State University, Horticulture, 1976; MS, Michigan State University, Horticulture, 1979; PhD, Michigan State University, Agricultural Engineering Technology, 1984 Academic Experience: Honorary Professor, Universidad del Santa, Food Technology Department, Chimbote, Peru, 2010 Number of Theses Supervised During Past 5 Years: 19 Languages: Portuguese (5), Spanish (4) Research/Teaching Interests: Postharvest methods and technologies of fresh fruits and vegetables for local, domestic and export markets Number of Courses: 1 HOS 5330: Postharvest Technology for Horticultural Crops Overseas Experience: Brazil, Mozambique, Mexico, Central America, Peru, Ecuador, Guatemala, South Korea, Thailand, China Number of Recent Publications: 23 With M. D. Ferreira and P. C. Spricigo. “Harvest and Packing”. In Postharvest Instrumentation for Fruits and Vegetables. (Original title: Instrumentação pós-colheita em frutas e hortaliças. Brasilia DF, Brazil: Embrapa, 2017). With C. L. Moretti. “Tomato.” In The Commercial Storage of Fruits, Vegetables, and Florist & Nursery Stocks, edited by K. Gross, C. Y. Wang, M. Saltveit. Agriculture Handbook 66 (2016): 581-87. Percentage of time devoted to LAC studies: 25% Distinctions: Researcher of the Year, Florida Fruit & Vegetable Association, 2011
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A77 PR/Award # P015A180146 Page e166 SARTAIN, Jerry B. Year of Appointment: 1974 Title/Department: Professor Emeritus, Soil and Water Science Tenure Status: Tenured Education: BS, Mississippi State University, Agronomy-Soils, 1967; MS, Mississippi State University, Agronomy Soil Fertility, 1970; PhD, North Carolina State University, Soil Fertility, 1974. Academic Experience: University of Florida, 1974-Present Languages: Spanish (3) Number of Courses: 2 SWS 6136: Soil Fertility; SWS 4116/5115: Environmental Nutrient Management Overseas Experience: Costa Rica, Brazil, Honduras, Ecuador, Dominican Republic Number of Recent Publications: 6 With M. S. Castillo, L. E. Sollenberger, J. M. B. Vendramini, K. R. Woodard, et al. “Incorporation of Municipal Biosolids Affects Organic Nitrogen Mineralization and Elephantgrass Biomass Production.” Agronomy Journal 103 (2011): 899-905. Percentage of time devoted to LAC studies: 25%
SAUNDERS, Tanya Year of Appointment: 2016 Title/Department: Associate Professor, Latin American Studies Tenure Status: Tenured Education: BA, St. Mary’s College of Maryland, St. Mary’s City Maryland, Political Science and Spanish; PhD, University of Michigan, Ann Arbor, Sociology/MPP International Public Policy Academic Experience: Assistant Professor, Department of Sociology and Anthropology, Lehigh University, 2009-2013; Adjunct Lecturer, Department of Sociology and Anthropology, Harrisburg Area Community Colleges – Lancaster Campus, 2007-2009 Number of Theses Supervised During Past 5 Years: 70 Languages: Spanish (5), Portuguese (5), Yoruba (2) Research/Teaching Interests: Race, Gender, Sexuality, Sociology of Culture, Cultural Studies, Social Inequalities Number of Courses: 2 LAS 6938: Queer Latin America; LAS 6938: The Black Radical Tradition of the Americas Overseas Experience: Brazil, Cuba, Netherlands, Spain Number of Recent Publications: 4 “SomosMuchoMas: Arts-Based Public Spheres and Possibilities for Democratic Praxis in Post-Embargo Cuba.” Reforming Communism: Cuba in Comparative Perspective (2018). “Towards a Transnational Hip Hop Feminist Liberatory Praxis.” Social Identities: Journal for the Study of Race, Nation and Culture 22, no. 2 (2016): 178-94. Cuban Underground Hip Hop: Black Thoughts, Black Revolution, Black Modernity. Austin: University of Texas Press, 2015. Percentage of time devoted to LAC studies: 100% Distinctions: Awarded Honorable Mention for the Barbara Christian Prize for best book in the Humanities, announced at the 42nd Caribbean Studies Association Conference 2017
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A78 PR/Award # P015A180146 Page e167 SCHMINK, Marianne Year of Appointment: 1979 Title/Department: Professor, Center for Latin American Studies Tenure Status: Tenured Education: BA, University of Michigan, Anthropology, 1971; PhD, University of Texas, Anthropology, 1979 Academic Experience: Visiting researcher, Núcleo de Altos Estudos Amazónicos, Federal University of Pará, 1978-1984; Teaching Assistant, Department of Anthropology, University of Texas at Austin, 1977- 1978 Number of Theses Supervised During Past 5 Years: 26 Languages: Portuguese (5), Spanish (5), French (3) Research/Teaching Interests: Anthropology and development of Latin America; Tropical resource management; Gender; Conservation and development; Amazonia Number of Courses: 2 LAS 6943: Development Theory and Practice in Latin America and Africa/ Global Classroom; LAS 6290/4935: The Amazon Overseas Experience: Brazil Number of Recent Publications: 12 With C. H. Wood. “Conflitos Sociais e a Formaç ão da Amazô nia.” Belém, Brazil: Universidade Federal do Pará, 2012. (Portuguese translation of Contested Frontiers in Amazonia). Percentage of time devoted to LAC studies: 100% Distinctions: Recipient, Chico Mendes Florestania Prize, Government of Acre, Brazil, 2010; Lifetime Member, UF Academy of Distinguished Teaching Scholars, 2009
SIEVING, Kathryn E. Year of Appointment: 1997 Title/Department: Professor, Wildlife Ecology and Conservation Tenure Status: Tenured Education: BS, University of California, Davis, Wildlife Biology, 1982; PhD, University of Illinois, Urbana, Ecology, 1991 Academic Experience: Assistant Professor, Department of biological Sciences, California State University, 1991-1995; Post Doc, USDA Forestry Sciences Laboratory, 1991-1993 Number of Theses Supervised During Past 5 Years: 22 Languages: Spanish (2) Research/Teaching Interests: Research Design; Biodiversity Conservation; Behavioral Landscape Ecology Number of Courses: 4 WIS 5496: Research Design in Wildlife Ecology and Conservation Overseas Experience: Brazil, Chile, Argentina, Costa Rica, Panama, Peru, Thailand, Sri Lanka, India Number of Recent Publications: 21 With W. Chaves, D. S. Wilkie, and M. C. Monroe. “Market Access and Wild Meat Consumption in the Central Amazon, Brazil.” Biological Conservation 212A (2017): 240-48. Percentage of time devoted to LAC studies: 50%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A79 PR/Award # P015A180146 Page e168 SIMMONS, Cynthia Year of Appointment: 2014 Title/Department: Associate Professor and Graduate Coordinator, Geography Tenure Status: Tenured Education: BA, Florida State University, Communications, Pre-Law, and Latin American Studies, 1990; MA, Florida State University, International Affairs and Latin American Studies, 1993; MS, Florida State University, Urban and Regional Planning, 1995; PhD, Florida State University, Geography, 1999 Academic Experience: Associate Professor, Department of Geography, Michigan State University, 2004- 2014; Associate Professor, Department of Geography, Central Michigan University, 2001-2004 Number of Theses Supervised During Past 5 Years: 2 Languages: Spanish (5) Research/Teaching Interests: Political Ecology; Economic Development and Environmental Policy; Agrarian Reform; Land Conflict; Social Processes Number of Courses: 3 GEO 6931: Cultural and Political Ecology; GEA 3405: Geography of Latin America; GEO 6118: Contemporary Geographic Thought Overseas Experience: Brazil, Amazonia Number of Recent Publications: 8 With S. Aldrich, R. Walker, M. Caldas, and S. Perz. “Contentious Land Change in Amazônia’s Arc of World.” Ecology and Society 18, no. 2 (2012). Percentage of time devoted to LAC studies: 100% SOKOL, D. Daniel Year of Appointment: 2008 Title/Department: Professor, Law Tenure Status: Tenured Education: BA, Amherst College, History and Political Science, 1996; MSt, University of Oxford, Modern History, 1997; JD, University of Chicago, 2001; LLM, University of Wisconsin, 2007 Academic Experience: Visiting Associate Professor, University of Missouri School of Law, 2007-2008; William H. Hastie Fellow, University of Wisconsin Law School 2005-2007 Languages: Spanish (4), Portuguese (1) Research/Teaching Interests: Antitrust; Economic Development; Corporate Law and Governance; Law and Entrepreneurship Number of Courses: 6 LAW 6930: Springbreak Field Course: Doing Business with Latin America; LAW 6959: Journal of Technology Law and Policy; LAW 6930: Business of Sports; LAW 6930: General Counsel Practicum; LAW 6930: Law and Entrepreneurship; LAW 6930: Fair Competition in Sport Overseas Experience: Argentina, Brazil, Chile, El Salvador, Panama, Peru Number of Recent Publications: 18 Patent Assertion Entities and Competition Policy, ed. Cambridge: Cambridge University Press, 2016. With R. Blair, eds. The Oxford Handbook of International Antitrust Economics. Vols. 1 and 2. Oxford: Oxford University Press, 2014. Percentage of time devoted to LAC studies: 50%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A80 PR/Award # P015A180146 Page e169 SOLLENBERGER, Lynn E. Year of Appointment: 1985 Title/Department: Distinguished Professor and Graduate Coordinator, Agronomy Tenure Status: Tenured Education: BA, Messiah College, Biology, 1979; MS, Pennsylvania State University, Agronomy, 1981; PhD, University of Florida, Agronomy, 1985 Academic Experience: Visiting Professor, University of Queensland, Brisbane, Australia, 2000; Visiting Professor, Pennsylvania State University, 1993 Number of Theses Supervised During Past 5 Years: 28 Languages: Spanish (1) Research/Teaching Interests: Ecology; Management and utilization of warm-climate grasslands Overseas Experience: Brazil, Jamaica, Mexico, Argentina Number of Recent Publications: 15 With S. W. Coleman and J. M. B. Vendramini. “Plant-Animal Interface in Grazing Systems.” In Forages: Science, Technology and Management of Forage Resources, edited by R.A. Reis et al. Lavras, Brazil: Federal University of Lavras, 2014. Percentage of time devoted to LAC studies: 25% Distinctions: 2012 Gamma Sigma Delta International Award for Distinguished Service to Agriculture, 2012; University of Florida Research Foundation Professor, 2012; Gamma Sigma Delta Senior Faculty Award of Merit, 2010
SORBILLE, Martín Year of Appointment: 2004 Title/Department: Associate Professor, Spanish and Portuguese Studies Tenure Status: Tenured Education: BA, California State University at Fullerton, Economics, International Business, Spanish Linguistics and Hispanic Literatures, 1992; MA, University of California Los Angeles, Spanish-American Literature, 1995; PhD, University of California Los Angeles, Hispanic Languages and Literatures, 2004 Academic Experience: University of Florida, 2004-Present Number of Theses Supervised During Past 5 Years: 4 Languages: Spanish (5), Portuguese (3), French (1) Research/Teaching Interests: 19th/ 20th Centuries Southern Cone Literature and Culture; Spanish- American Film Studies; Psychoanalytic Theory; Critical Theory Number of Courses: 4 SPW 6934: Seminar in Spanish American Lit. and Culture; SPW 4190: Spanish American Literature and Film; SPW 3030: Discovery to Independence, SPW 4930: Literature, Film, Psych. Theory Overseas Experience: Argentina Number of Recent Publications: 2 El matadero: una pesadilla. En busca del falo perdido con las topologías de Freud, Lacan y Žižek. Buenos Aires: Editorial Biblos (Colección Teoría y Crítica), 2016. Percentage of time devoted to LAC studies: 100%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A81 PR/Award # P015A180146 Page e170 SOTELO, Clara Year of Appointment: 2003 Title/Department: Spanish Lecturer, Spanish and Portuguese Studies Tenure Status: Non-tenure track Education: BA, Universidad Pedagógica Nacional de Bogotá, Foreign Language and Literatures, 1979; MA, University of Florida, Latin American Studies, 1988; PhD, University of Florida, Romance Language and Literatures, 1996 Academic Experience: Assistant Professor, Modern Languages, Bethune-Cookman College, 1996-2003; Instructor of Spanish, Language Institute International Ltd.” Bogotá, Colombia, 1981-1984 Number of Theses Supervised During Past 5 Years: Languages: Spanish (5), Portuguese (3), French (3), Italian (3) Research/Teaching Interests: Diaspora in Hispanic America Number of Courses: 5 SPN 2200: Intermediate Spanish 1; SPN 2201: Intermediate Spanish 2; SPN 1180: Elementary Spanish: Review and Progress; SPN 4420: Advanced Composition and Syntax; SPN 3301: Spanish Grammar and Composition II Overseas Experience: Colombia Percentage of time devoted to LAC studies: 50%
SOUTHWORTH, Jane Year of Appointment: 2002 Title/Department: Professor and Chair, Geography Tenure Status: Tenured Education: BS, Leicester University, Physical Geography, 1992; MA, Indiana University, Meteorology & Climatology, 1996; PhD, Indiana University, Environmental Science, 2000 Academic Experience: Post-doctoral Research Associate in Climate Change Analysis and Remote Sensing of Land Cover Change, NIGEC & CIPEC, Indiana University, 2000-2001 Number of Theses Supervised During Past 5 Years: 20 Research/Teaching Interests: Remote Sensing of Land Use; Land Cover Change and Land Change Modeling; Scale and Scaling in Remote Sensing and Modeling Analyses; People and Parks; Climate Variability and Climate Change; Coupled Social-Ecological Systems Number of Courses: 5 GEO 3930: Geographical Sciences and Sustainability; GEO 2200: Physical Geography; GIS 5038C: Environmental Remote Sensing; GEO 6375: Land Change Science Seminar; GEO 3930: The Digital Earth Overseas Experience: Honduras, Mexico, Costa Rica, Brazil, Bolivia, Peru, Argentina Number of Recent Publications: 34 With G. Cao, B. Wang, X. Haro-Carrión, D. Yang, et al. “A new Difference Image Creation Method Based on Deep Neural Networks for Change Detection in Remote Sensing Images.” International Journal of Remote Sensing 38, no. 23 (2017): 7161-75. With J. Sun and Y. Qiu. “Mapping Multiscale Impacts of Deforestation in the Amazonian Rainforest from 1986-2010.” Journal of Land Use Science 10, no. 2 (2015): 174-90. Percentage of time devoted to LAC studies: 50%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A82 PR/Award # P015A180146 Page e171 STACCIARINI, Jeanne-Marie R. Year of Appointment: 2006 Title/Department: Associate Professor, Nursing Tenure Status: Tenure-track Education: BS, Catholic University of Goiás, Nursing, 1985; MS, University of São Paulo, Psychiatric Nursing and Mental Health, 1991; PhD, University of Brasilia, Psychology, 1999 Academic Experience: Honors Coordinator, School of Nursing, University of Massachusetts Amherst, 2002-2006; Clinical Assistant Professor- College of Nursing, Federal University of Goiás, Brazil, 1994- 2000; Clinical Assistant Professor- School of Nursing, Catholic University of Goiás, Brazil, 1990-1994 Number of Theses Supervised During Past 5 Years: 6 Languages: Portuguese (5), Spanish (4) Research/Teaching Interests: Mental Health among Low Income Latinos; Community-Based Participatory Research; Social Isolation among Rural Latinos Overseas Experience: Brazil, Mexico Number of Recent Publications: 10 With R. Vacca, B. Wiens, E. Loe, M. LaFlam, et al. “FBO Leaders’ Perceptions of the Psycho-Social Contexts for Rural Latinos.” Issues in Mental Health Nursing 37, no. 1 (2016): 19-25. Percentage of time devoted to LAC studies: 25% Distinctions: College of Nursing Teacher of the Year, University of Florida, 2012-2013; Award for Research in Minority Health by the Southern Nursing Research Society, 2012
STANFIELD-MAZZI, Maya Year of Appointment: 2008 Title/Department: Associate Professor, Art and Art History Tenure Status: Tenured Education: BA, Smith College, Latin American Studies, 1994; MA, University of California Los Angeles, Art History, 2001; PhD, University of California Los Angeles, Art History, 2006 Academic Experience: Visiting Assistant Professor, Art Department, Tulane University, 2006-2008; Adjunct Professor, Art Department, Whittier College, Spring 2006; Adjunct Professor, Arts and Sciences Department, Woodbury University, 2005-2006 Number of Theses Supervised During Past 5 Years: 17 Languages: Spanish (S-5), French (2), Quechua (2), Portuguese (2), Latin (2) Research/Teaching Interests: Pre-Columbian and Colonial Art of Latin America; religious art; textiles, Painting, and Sculpture; Art collecting Number of Courses: 8 ARH 2930: Introduction to Latin American Art; ARH 3652: Ancient Andean Art Overseas Experience: Peru, Bolivia, Ecuador, Mexico, Panama, Spain, U.K., Canada Number of Recent Publications: 11 “Uniquely American Visions of the Virgin Mary.” In Painting in Colonial Bolivia, edited by Suzanne Stratton-Pruitt. Philadelphia: St. Joseph’s University Press, 2017 Percentage of time devoted to LAC studies: 100% Distinctions: University of Florida Provost Term Professor 2016–19; Sainsbury Research Unit Visiting Scholar Fellowship, University of East Anglia, U.K., Fall 2015; Rothman Faculty Summer Fellowship, UF Center for the Humanities and the Public Sphere, 2014
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A83 PR/Award # P015A180146 Page e172 STEPP, John Richard Year of Appointment: 2002 Title/Department: Associate Professor, Center for Latin American Studies and Department of Anthropology Tenure Status: Tenured Education: Ph.D., University of Georgia, Anthropology, 2002 Academic Experience: University of Florida, 2002-Present Number of Theses Supervised During Past 5 Years: 7 Languages: Spanish (3), Tzeltal Maya (2) Research/Teaching Interests: Ethnobiology; Ecological Anthropology; Medical Anthropology; Tropical Conservation and Development Overseas Experience: Mexico, Belize, Ecuador, Chile, Peru Number of Recent Publications: 34 Maya Medical Ethnobotany and Ecology. New York: Springer Nature, 2018 With J. Drew et al. “Ancient Grains and New Markets: The Selling of Quinoa as Story and Substance.” In Corporate Social Responsibility and Corporate Governance in Ibero-America: Concepts, Perspectives, and Future Trends, edited by L.M. Gómez, L. Vargas-Preciado, and D.Crowther. New York: Emerald Publishing Group, 2017. With E. Olson, eds. Plants & Health: New Perspectives on the Human Relationships to Medicinal Plants New York: Springer Nature, 2017. Percentage of time devoted to LAC studies: 75% Distinctions: EPA STAR Fellow; Robert L. Boren NSEP Fellow
STONER, Kristen Year of Appointment: 2002 Title/Department: Professor, Music Tenure Status: Tenured Education: BA, University of Texas, Austin, Music, 1995; MMusic, University of Cincinnati, Flute Performance, 1997; Doctor of Musical Arts, University of Cincinnati, Flute Performance, 2000 Academic Experience: Assistant Professor and Coordinator of Woodwind Studies, Denison University, 1999-2002; Graduate Teaching Assistant, Graduate Theory and Analysis, University of Cincinnati College-Conservatory of Music, 1997-1999 Number of Theses Supervised During Past 5 Years: 5 Languages: French (2), Spanish (2) Research/Teaching Interests: Popular and Classical Flute Music of Latin America and the Caribbean Overseas Experience: Argentina, Chile, Ecuador, Brazil, Peru, Colombia, Puerto Rico, Australia, Malaysia, France, Finland, Sweden, Italy, Ireland, England Number of Recent Publications (Recitals): 3 Solo Recital Tour with Piano including Sonatina by Camargo Guarneri, Cathedral Americaine, Paris, France and Conservatory of Music and Dance, Dublin, Ireland, 2016 Solo Recital Tour including Otras variaciones sobre el mismo tema de Paganini by Luis Carrera and Fantasia Andina by Cesar Vivanco Sanchez, Paris, France; London, England; Lucca, Italy, 2015 Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A84 PR/Award # P015A180146 Page e173 SUAREZ, Cecilia Year of Appointment: 2016 Title/Department: Assistant Professor, Leadership and Intercultural Communication, Agricultural Education and Communication Tenure Status: Tenure track Education: BS, University of Miami, Coral Gables, Florida, Education, Biology, and Elementary Education, 2005; MS, Miami University, Ohio, 2008; PhD, University of Illinois, Urbana-Champaign, Education Policy, Organization and Leadership, 2014 Academic Experience: Consideration of Agricultural Education as a Career, University of Illinois at Urbana Champaign, 2015-2016; Student of Color Activist at Predominately White Institutions, New York University, 2007-2010 Number of Theses Supervised During Past 5 Years: 5 Languages: Spanish (5) Research/Teaching Interests: Intercultural and Global Leadership; Issues of Equity and Access for the Marginalized Communities in Higher Education Overseas Experience: Senegal Number of Recent Publications: 6 With I. M. Berry. “Hired On, Not Hired In: Early Career Scholars Experiences with Race in Education.” In Handbook of critical race theory in education, 2nd Education, edited by A. D. Dixson, G. Ladson-Billings, and C. E. Suarez. New York: Routledge, forthcoming 2018. Percentage of time devoted to LAC studies: 25%
SUAREZ CARRASQUILLO, Carlos A. Year of Appointment: 2015 Title/Department: Lecturer, Political Science Tenure Status: Non-Tenure track Education: BA, Political Science, Universidad de Puerto Rico, Río Piedras, 1997; M.A. Political Science, University of Massachusetts, Amherst, 2004; Ph.D. in Political Science, University of Massachusetts, Amherst, 2009 Academic Experience: Lecturer, Department of Political Science, University of Massachusetts, 2014- 2015; Visiting Assistant Professor, Department of Government, Connecticut College, 2012-2013; Adjunct Instructor, Department of Social Sciences, Greenfield Community College, 2011-2012 Number of Theses Supervised During Past 5 Years: 5 Languages: Spanish (5), Portuguese (3) Research/Teaching Interests: Urban Politics; Public Policy; City Marketing; Gated Communities Number of Courses: 7 INS 4930: Senior Research Seminar in International Studies; POS 4931: Politics of the Caribbean Overseas Experience: Chile, Puerto Rico Number of Recent Publications: 6 “Marketing a Devastated Puerto Rico Should Not Be the Priority.” The Conversation (October 11, 2017). Percentage of time devoted to LAC studies: 25% Distinctions: Latin American Studies Course Development Grant, Summer, University of Florida, 2017; Latin American Studies Course Enhancement Grant, Summer, University of Florida, 2017
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A85 PR/Award # P015A180146 Page e174 SWISHER, Marilyn E. Year of Appointment: 1988 Title/Department: Professor, Family, Youth, and Community Sciences Tenure Status: Tenured Education: BA, Eastern University, Geography, 1972; MS, Wayne State University, Geography and Biology, 1975; PhD, University of Florida, Geography and Soil Science, 1982 Academic Experience: Coordinator, Center for Rural Development, Panamerican School of Agriculture, Tegucigalpa, Honduras, 1985-1986; Multi-County Extension Agent II, North Florida Farming Systems Research and Extension Project, University of Florida, 1980-1985 Number of Theses Supervised During Past 5 Years: 32 Languages: Spanish (4), Portuguese (2), French (3) Research/Teaching Interests: Community Development; Food Systems; Sustainable Agriculture Overseas Experience: Costa Rica, Haiti, Honduras, Democratic Republic of the Congo, Uganda Number of Recent Publications: 13 With F. Di Gioia, M. Ozores-Hampton, J. Hong, J., et al. “The Effects of Anaerobic Soil Disinfestation on Weed and Nematode Control, Fruit Yield Quality of Florida Fresh-Market Tomato.” HortSci 51, no. 6 (2016): 703-11. With K. N. Moore, J. C. Rodriguez, M. Blevins, M. Hogan, et al. “Principles Guiding Practice: A Case Study Analysis of the Principles of Sustainable Agriculture for Diverse Farms.” Journal of Agriculture, Food Systems, and Community Development 6, no. 3 (2016): 61-89. Percentage of time devoted to LAC studies: 25%
TAYLOR, Laurie Year of Appointment: 2011 Title/Department: University Librarian and Director of Digital Library of the Caribbean, George A. Smathers Libraries Tenure Status: Tenured Education: BA, Jacksonville University, English, 1999; MA, University of Florida, English/Media Studies and Digital Humanities, 2002; PhD, University of Florida, English/Media Studies and Digital Humanities, 2006 Academic Experience: Journalist, GamesFirst! and The Gainesville Sun, 2004-2008; Instructor, Department of English, University of Florida, 2000-2006 Languages: Spanish (2) Research/Teaching Interests: Community Development; Food Systems; Sustainable Agriculture Overseas Experience: Bahamas, Barbados, Cuba, Curaçao, Dominican Republic, Haiti, Surinam Number of Recent Publications: 5 With M. Morris Babb, C. Dinsmore, and B. W. Keith. Libraries, Presses, and Publishing: ARL SPEC Kit 357. Washington, DC: Association of Research Libraries (ARL), 2017. With B. W. Keith and L. Santamaria-Wheeler. “Broadening Impact for Library Exhibitions and Speakers.” Journal of Library Administration (2017): 1-17. With M. Ochoa and M. Sullivan. Outreach and Assessment for Locally Curated Digital Collections: ARL SPEC Kit. Washington, DC: Association of Research Libraries (ARL), 2014. Percentage of time devoted to LAC studies: 50%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A86 PR/Award # P015A180146 Page e175 THAPA, Brijesh Year of Appointment: 2000 Title/Department: Professor, Tourism, Recreation and Sport Management; Director, Eric Friedheim Tourism Institute Tenure Status: Tenured Education: BS, West Liberty University, Business Administration, 1994; MS, Pennsylvania State University, Recreation, Parks and Tourism Management, 1996; PhD, Pennsylvania State University, Recreation, Parks and Tourism Management, 2000 Academic Experience: Director, Friedheim Tourism Institute, 2008-2014. Number of Theses Supervised During Past 5 Years: 9 Research/Teaching Interests: People, Parks and Protected Areas Management; World Heritage Sites and Tourism Management; Tourist Behaviors and Impacts; Ecotourism and Cultural Heritage Tourism Number of Courses: 4 LEI 3003: Principles of Travel and Tourism; LEI 4955: Humans and the Environment Overseas Experience: Barbados, Belize, Brazil, Costa Rica, Dominica, Mexico, Panama, Peru, St. Lucia, Suriname, Trinidad and Tobago Number of Recent Publications: 58 With M. Best. “Motives, Facilitators, and Constraints of Environmental Management in the Caribbean Accommodations Sector.” Journal of Cleaner Production 52 (2013): 165-75. Percentage of time devoted to LAC studies: 25% Distinctions: International Educator of the Year Award, University of Florida, 2011; Outstanding Alumni Award, Department of Recreation, Parks and Tourism Management, Pennsylvania State University, 2009
TREMURA, Welson A. Year of Appointment: 2002 Title/Department: Associate Professor, Center for Latin American Studies and Music Tenure Status: Tenured Education: BS, UNIRP (Brazil), Law, 1985; BS, Weber State University, Music, 1985; MM, University of Tennessee, Music, 1991; PhD, Florida State University, Musicology-Ethnomusicology, 2004 Academic Experience: Graduate Teaching Assistant, World Music Cultures, Florida State University, 1993-1997; Assistant Professor, Department of Music, Roane State Community College, 1991-1992 Number of Theses Supervised During Past 5 Years: 12 Languages: Portuguese (5), Spanish (4) Research/Teaching Interests: Musicology/Ethnomusicology; Classical Guitar; World Music; Brazilian Music; Latin American Music; Folk Catholicism; Music and Politics; Digital Technology in Arts Education; Pedagogy of World Music in Higher Education; Portuguese Culture; Politics; Music, and Identity; Vocal and Guitar Repertoires of Latin America (Classical, Folk, Popular) Number of Courses: 5 LAS 6905: The Guitar in Latin American Culture—Traditional and Contemporary Voice Overseas Experience: Brazil, China Number of Recent Publications ( Performances): 6 “Concert for a Cause” to benefit the 2017 Nicaragua Mission Trip at the First Presbyterian Church of Gainesville (October 2016) Percentage of time devoted to LAC studies: 100%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A87 PR/Award # P015A180146 Page e176 TUCKER, Catherine Year of Appointment: 2015 Title/Department: Professor, Center for Latin American Studies and Anthropology Tenure Status: Tenured Education: B.A., Gustavus Adolphus College, Anthropology/Biology/Philosophy, 1983; MA, University of Massachusetts, Anthropology, 1987; MA, Harvard University, Cambridge, Extension School, Economics, 1989; MA, Northeastern University, Economics, 1989; PhD, University of Arizona, Tucson, Anthropology, 1996 Academic Experience: Associate Professor, Department of Anthropology, Indiana University, 2009-2015 Number of Theses Supervised During Past 5 Years: 3 Languages: Spanish (5), Portuguese (1) Research/Teaching Interests: Environmental Governance; Community-Based Natural Resource Management; Mexico and Central America; Ecological and Economic Anthropology Number of Courses: 3 ANG 6930/ANT 4930/LAS 4935/LAS 6938: Coffee Culture, Production and Markets Overseas Experience: Honduras, Central America, Mexico, Peru Number of Recent Publications: 6 Coffee Culture: Local Experiences, Global Connections. Second Ed. New York: Routledge Press, 2017 Percentage of time devoted to LAC studies: 100% Distinctions: National Science Foundation Research Coordination Network Grant, 2014-19; National Park Service Grant, 2016-18
USECHE, Pilar Year of Appointment: 2007 Title/Department: Associate Professor, Center Latin American Studies/Food and Resource Economics Tenure Status: Tenure-track Education: BS, Economics, Universidad de Los Andes, 1998; MS, Universidad de Los Andes, Natural Resource and Environmental Economics, 2000; MA, U. of Wisconsin-Madison, Agricultural and Applied Economics, 2002; PhD, U. of Wisconsin-Madison, Agricultural and Applied Economics, 2007 Academic Experience: Research Assistant, Department of Agricultural and Applied Economics, University of Wisconsin, 2000-2006; Research Assistant, Department of Economics, University of Los Andes, Bogota, Colombia, 1997-1998 Number of Theses Supervised During Past 5 Years: 14 Languages: Spanish (5), German (5) Research/Teaching Interests: Sustainable economic Development; Latin American Development; Inequality and Gender; Agriculture; Innovation and Technology Adoption Number of Courses: 2 AEB 6933/LAS 6938: Economic Development in Latin America Overseas Experience: Ecuador, Colombia, Guatemala, Honduras, Nicaragua, Peru, Ghana Number of Recent Publications: 8 With J. Twyman and C.D. Deere. “Gendered Perceptions of Land Ownership and Agricultural Decision- Making in Ecuador: Who is the Farm Manager?” Int. Forestry Review (forthcoming) Percentage of time devoted to LAC studies: 100% Distinctions: Grant from London School of Hygiene and Tropical Medicine: “Agriculture, Intra- household Decision Making and Nutrition in Guatemala”, 2017-19
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A88 PR/Award # P015A180146 Page e177 VALDES KROFF, Jorge Year of Appointment: 2014 Title/Department: Assistant Professor, Spanish and Linguistics/Spanish and Portuguese Studies Tenure Status: Tenure-track Education: BA, University of North Carolina–Chapel Hill, Linguistics & International Studies, 2001; MA, Penn State University, Hispanic Linguistics, 2008; PhD, Penn State University, Hispanic Linguistics & Language Science (Dual-Title), 2012 Academic Experience: Postdoctoral Research Fellow, Department of Psychology, University of Pennsylvania, 2012-2014 Number of Theses Supervised During Past 5 Years: 5 Languages: Spanish (5) Research/Teaching Interests: Bilingualism; Auditory Comprehension; Code-Switching, Psycholinguistics Number of Courses: 2 SPN 4930: Language and Thought; SPN 6735/LIN 6932: Bilingual Language Control Overseas Experience: Chile, Spain, The Netherlands, Puerto Rico Number of Recent Publications: 9 With R. E. Guzzardo Tamargo and P. E. Dussias. “Experimental Contributions of Eye-Tracking to the Understanding of Comprehension Processes while Hearing and Reading Code-Switches.” Linguistic Approaches to Bilingualism (forthcoming 2018). With C. A. Dean. “Cross-Linguistic Orthographic Effects in Late Spanish/English Bilinguals.” Languages 2, no. 24 (2017). Percentage of time devoted to LAC studies: 25% Distinctions: UF Term Professor, 2017-2020; NSF Minority Postdoctoral Research Fellow, 2012-2014
VALLE-LEVINSON, Arnoldo Year of Appointment: 2005 Title/Department: Professor, Civil and Coastal Engineering Tenure Status: Tenured Education: BS, Universidad Autónoma de Baja California, Mexico, Oceanology, 1985; MS, SUNY, Stony Brook, NY, Marine Environmental Sciences, 1988; PhD, SUNY, Stony Brook, NY, Oceanography, 1992 Academic Experience: Associate Professor, Ocean, Earth and Atmospheric Sciences Department, Old Dominion University, 2001-2005; Adjunct Professor, Centro de Investigación Científica y de Educación Superior de Ensenada, México, 1999 Languages: Spanish (5) Research/teaching Interests: Coastal Physical Oceanography; Estuarine and Coastal Hydrodynamic Processes; Estuary-Ocean Exchange; Competition between Buoyancy and Mixing Overseas Experience: Brazil, Chile, Mexico Number of Recent Publications: 54 With C. A. F. Schettini. “Fortnightly Switching of Residual Flow Drivers in a Tropical Semiarid Estuary.” Estuar. Coast. Shelf Sci. 169 (2016): 46-55. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A89 PR/Award # P015A180146 Page e178 VARGAS, Nicholas Year of Appointment: 2015 Title/Department: Assistant Professor, Center for Latin American Studies and Department of Sociology and Criminology & Law Tenure Status: Tenure track Education: BA, Bloomsburg University of Pennsylvania, Sociology and Criminal Justice, 2006; MA, University of Florida, Sociology, 2009; PhD, Purdue University, Sociology, 2013 Academic Experience: Assistant Professor, School of Economic, Political, and Policy Sciences, The University of Texas at Dallas, 2013-2015 Number of Theses Supervised During Past 5 Years: 10 Languages: Spanish (2) Research/teaching Interests: Race and Ethnicity; Latinx Studies, Educational Inequalities; Religion; Network Diversity and Social Support Number of Courses: 3 LAS 3930: Introduction to Latina/o Studies; LAS 6938: U.S. Latina/os in Contemporary Society; SYD 3700: Minorities in American Society Overseas Experience: Cuba Number of Recent Publications: 10 “Ideological Whitening: Does Skin Color Shape Colorblind Ideology Adherence for Latina/os?” Ethnic and Racial Studies (2017). Percentage of time devoted to LAC studies: 50% Distinctions: University of Florida Term Professor, 2017-2020
VARGAS-BETANCOURT, Margarita Year of Appointment: 2011 Title/Department: Assistant University Librarian, Department of Special & Area Studies Collections, George A. Smathers Libraries Tenure Status: Tenure-track Education: BA National Autonomous University of Mexico, Hispanic Language and Literature, 2000; MA, Tulane University, Latin American Studies, 2003; PhD candidate, Tulane University, Latin American Studies, 2006 Academic Experience: Assistant, Latin American Library, Tulane University, 2002-2007 Languages: Spanish (5), French (2), Nahuatl (1) Research/Teaching Interests: Caribbean History; Ethnohistory in Latin America; Colonial Mexico; Problems over Land Tenure Overseas Experience: Cuba, Puerto Rico, Mexico, Spain Number of Recent Publications: 3 “Continuity and Transformation in Central Mexico: ‘The Legend of the Tepozteco’ and the People of Tepoztlan.” In The Legacy of Mesoamerican Ancestors: Archaeological Heritage in and beyond Contemporary Mexico, edited by D. S. Anderson, D. J. Clark, and J. H. Anderson. Archaeological Papers of the American Anthropological Association 25 (2015): 50-58. Percentage of time devoted to LAC studies: 100% Distinctions: Digital Library of the Caribbean (dLOC) Awards of Excellence, Community Outreach, 2012
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A90 PR/Award # P015A180146 Page e179 VEGA, Sergio Year of Appointment: 1999 Title/Department: Professor, School of Art and Art History Tenure Status: Tenured Education: BFA, Escuela Nacional de Bellas Artes, Buenos Aires, 1981; MFA, Yale University, Sculpture, 1996 Academic Experience: International Residence at Récollets, City of Paris / Institute Français, 2014; Artist in Residence, Yale University, 2007; Visiting Artist Lecture, Paradise in the New World, Denison University, August 2005; Visiting Artist Lecture, Brown University, April 1996 Languages: Spanish (5), Portuguese (3), French (2) Research/Teaching Interests: Visual, Historical, and Cultural Studies; Photography Overseas Experience: Argentina, Brazil Number of Recent Publications (Exhibitions): 8 A Summer Garden and Genesis According to Parrots. Miami, Jenielift Art Gallery, 2016. The Lost Steps (after Steichen, Oiticica and Derrida). Orlando, Museum of Art, 2016. Percentage of time devoted to LAC studies: 25%
VITTOR, Amy Year of Appointment: 2013 Title/Department: Assistant Professor, College of Medicine Tenure Status: Tenure track Education: BA, University of California, Berkeley, Biology-Anthropology, 1997; MHS, Johns Hopkins University School of Public Health, International Health, Disease Control and Prevention, 1999; PhD, Johns Hopkins University School of Public Health, 2003; MD, Stanford University School of Medicine, 2007 Academic Experience: Post-doctoral Fellow, University of Texas, Medical Branch, Galveston, 2012- 2013; Research Fellow, Center for Disease Control and Prevention, University of Pennsylvania, 2010- 2012; Consultant, Johns Hopkins University School of Public Health, 2009-2010 Number of Theses Supervised During Past 5 Years: 1 Languages: Spanish (4), Japanese (3), Dutch (3), French (3), Swahili (2) Research/Teaching Interests: Alphaviral Epidemiology/Drivers of Arboviral Emergence Overseas Experience: Peru, Panama, Kenya, Ethiopia, Botswana Number of Recent Publications: 10 With N. Burkett Cadena. “Deforestation and Vector-Borne Disease: Forest Conversion Favors Important Mosquito Vectors of Human Pathogens. Basic and Applied Ecology (2017). With J. M. Tucker Lima, S. Rifai, and D. Valle “Does deforestation Promote or Inhibit Malaria Transmission in the Amazon? A Systematic Literature Review and Critical Appraisal of the Effect of Deforestation on Malaria.” Phil. Trans. Royal Soc. B 372, no. 1722 (2017): 20160125. Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A91 PR/Award # P015A180146 Page e180 VRANA, Heather A. Year of Appointment: 2017 Title/Department: Assistant Professor, History Tenure Status: Tenure track Education: BA, George Mason University, History and Latin American Studies, 2006; MA, Indiana University, History, 2008; PhD, Indiana University, History/Latin America, 2013 Academic Experience: Assistant Professor, Department of History, Southern Connecticut State University, 2013-2017; Graduate Instructor, Department of History, Indiana University, 2012 Languages: Spanish (5), K’iche’ Maya (1) Research/Teaching Interests: Student and Social Movements; Social, Class, Race, Disability and History of Medicine; Nationalism, Youth Politics and Culture, and Popular Culture Number of Courses: 2 LAH 2020: Introduction to Latin American History; LAH 3741: Revolution in the Americas Overseas Experience: Guatemala, Nicaragua, Mexico Number of Recent Publications: 7 This City Belongs to You: A History of Student Activism in Guatemala, 1944-1996. Berkeley: University of California Press, 2017. Anti-colonial Texts from Central American Student Movements. Edinburgh, UK: Edinburgh University Press, 2017. Percentage of time devoted to LAC studies: 100% Distinctions: Fellow in the UF Global Fellows Program, 2017; Grant Recipient UF Humanities Enhancement Funds, 2017; Co-recipient of the SSHRC Connections Grant, 2017
WALKER, Robert T. Year of Appointment: 2014 Title/Department: Professor, Center for Latin American Studies and Geography Tenure Status: Tenured Education: BS, University of Florida, Chemistry, 1973; MSc, University of Florida, Environmental Engineering, 1976; PhD, University of Pennsylvania, Regional Science 1984 Academic Experience: Professor, Department of Geography, Michigan State University, 2002-2014; Associate Professor, Department of Geography, Florida State University, 1992-1999; Assistant Professor, Department of Geology and Geography, West Virginia University, 1986-1989 Number of Theses Supervised During Past 5 Years: 2 Languages: Portuguese (5), Spanish (2) Research/Teaching Interests: Environmental Sciences Number of Courses: 3 GEO 4938/6938: Spatial Economy and Modeling; GEO 3162C: Introduction to Quantitative Analysis Overseas Experience: Brazil, Mexico Number of Recent Publications: 12 With C. Simmons. “Endangered Amazon: An Indigenous Tribe Fights Back Against Hydropower Development in the Tapajós Valley.” Environment: Science and Policy for Sustainable Development 60, no. 2 (2018): 4-15. Percentage of time devoted to LAC studies: 100% Distinctions: Florida Bar, Environmental and Land Use Law Section, Public Interest Committee; American Bar Association, Natural Resources, Energy and Environmental Law Section
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
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WAYLEN, Peter R. Year of Appointment: 1985 Title/Department: Associate Dean and Professor, Geography Tenure Status: Tenured Education: BS, London University, Geography, 1975; MA, McMaster University, Geography, 1976; PhD, McMaster University, Geography, 1982 Academic Experience: Visiting Associate Professor, Department of Geography, University of Southampton, U.K., 1992; Assistant Professor, Department of Geography, University of Saskatchewan, Canada, 1982-1985 Number of theses supervised during the past 5 years: 23 Languages: Spanish (2), French (1) Research/Teaching Interests: Hydrology; Climatology Number of Courses: 1 Principles of Geographic Hydrology Overseas Experience: Colombia, Costa Rica, Peru, Chile, Argentina, Panama Number of Recent Publications: 23 With J. J. Hernandez, D. Keellings, and C. Matyas. “Extreme Floods and Their Relationship with Tropical Cyclones in Puerto Rico.” Hydrological Sciences Journal 62, no. 13 (2017): 2103-19. With M. Quesada. “Variaciones en la precipitación y su posible impacto en la producción agrícola de Liberia, Costa Rica.” Tópicos Meteorológicos y Oceanográficos [Costa Rica] 15, (2016): 50-59. Percentage of time devoted to LAC studies: 50%
WIDMER, Jocelyn Year of Appointment: 2015 Title/Department: Assistant Scholar and Program Director of Online Degree, Department of Urban & Regional Planning Tenure Status: Non-Tenure Track Education: BA, Southwestern University, English and Art History, 2003; Master of Landscape Architecture, Texas A&M, Landscape Architecture and Urban and Regional Planning, 2007; PhD, University of Florida, College of Design, Construction and Planning, Certificates in Public Health and Tropical, Conservation, and Development, 2010 Academic Experience: Assistant Professor, Department of Urban Affairs & Planning, Virginia Tech, 2012-2015; Research Assistant, Texas A&M Center for Health Systems & Design, 2007 Number of Theses Supervised During Past 5 Years: 10 Languages: Spanish (2) Research/Teaching Interests: Intersection of Built Environment and Public Health; Using technology to overcome the digital divide in resource-challenged contexts Overseas Experience: Brazil, Colombia, Dominican Republic, Ecuador and Galapagos Islands, Haiti, Guyana, Peru; Australia, Pohnpei (Federated States of Micronesia); Indonesia (Java, Bali), Myanmar, Singapore, Thailand; Cote d’Ivoire, Ethiopia, Rwanda Number of Recent Publications: 10 With K. Coleman and M. Stern. “Facilitation, Coordination, and Trust in Landscape-level Forest Restoration.” Journal of Forestry (2017). Percentage of time devoted to LAC studies: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
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WILLIAMS, Norris H. Year of Appointment: 1981 Title/Department: Curator, Department of Natural History, Florida Museum of Natural History Tenure Status: Tenured Education: BS, University of Alabama, 1964, MS University of Alabama 1967, PhD University of Miami, 1971 Academic Experience: Associate Professor, Department of Biological Science, Florida State University, 1978-1981; Visiting Postdoctoral Research Associate, Department of Botany, Smithsonian Institution, 1971-1972; NDEA Fellowship, University of Miami, 1966-1968; Graduate Teaching Assistant, University of Alabama,1965-1966 Number of Theses Supervised During Past 5 Years: 3 Languages: Spanish (3), Portuguese (3) Research/Teaching Interests: Neotropical Orchidaceae; Molecular Systematics of Plants; Biology of Euglossine Bees; Pollination Biology Number of Courses: 1 BOT 6935/ ZOO 6927: Biological Nomenclature Overseas Experience: Mexico, Guatemala, El Salvador, Nicaragua, Costa Rica, Panama, Colombia, Ecuador, Guyana, Argentina, Cayman Islands, Jamaica, Dominican Republic Number of Recent Publications: 3 With I. Molgo, G. C. Fernádez-Concha, and W. M. Whitten. “Dendrophylax Megarhizus (Orchidaceae), a New Species from Mexico.” Systematic Botany 41, no. 2: 263-74. Percentage of time devoted to LAC studies: 50%
WRIGHT, Robin Year of Appointment: 2005 Title/Department: Associate Professor, Religion Tenure Status: Tenured Education: BA, Bates College, Sociology and Anthropology, 1972; MA, Stanford University, Social and Cultural Anthropology, 1974; PhD, Stanford University, Social and Cultural Anthropology, 1981 Academic Experience: Associate Professor, Department of Anthropology, State University of Campinas, Brazil, 1996-2005; Fulbright Visiting Professor, Department of Anthropology, State University of Campinas, Brazil, 1985 Number of Theses Supervised During Past 5 Years: 7 Languages: Portuguese (4), Spanish (2) Research/Teaching Interests: Indigenous Religious Traditions; Indigenous History; Religion, Medicine and Healing Number of Courses: 5 Contemporary Shamanism; Indigenous Religions; Religion, Medicine, and Healing Overseas Overseas Experience: Brazil, Guatemala Number of Recent Publications: 2 Mysteries of the Jaguar Shamans of the Northwest Amazon. Lincoln, NE: University of Nebraska Press, 2013. Percentage of time devoted to LAC studies: 50% Distinctions: Abrams Student Recognition, 2009
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
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ZSEMBIK, Barbara A. Year of Appointment: 1990 Title/Department: Associate Professor and Chair, Department of Sociology Tenure Status: Tenured Education: BS, University of Akron, 1982; MA, University of Texas at Austin, Sociology, 1985; PhD, University of Texas, Austin, Sociology, 1988 Academic Experience: Adjunct Assistant Professor, Department of Sociology, University of Michigan, 1990; National Institute on Aging Postdoctoral fellow in the Demography of Aging Program, Population Studies Center, University of Michigan, 1988-1990. Number of Theses Supervised During Past 5 Years: 11 Languages: Spanish (2) Research/Teaching Interests: Migration and Health; Health Disparities; Latino Sociology and Demography; Social Epidemiology; Family and Household Demography; Health in the Caribbean Number of Courses: 8 SYG 2000: Principles of Sociology; SYG 2010: Social Problems; SYA 4300: Methods in Social Research; SYD 3805: Gender & Health; SYO 4530: Social Inequality; SYD 6000: Health Disparities; SYA 7933: Professional Development Seminar; CCJ 6936: Seminar in Crime, Law, and Justice Number of Recent Publications: 2 With T. Gui “Delayed Childbearing.” The Encyclopedia of Family Studies, Thousand Oaks, CA: SAGE, 2014. Percentage of time devoted to LAC studies: 25%
STAFF
ALBA, Patricia Year of Appointment: 2016 Title/Department: Communications Specialist, Center for Latin American Studies Education: BA, University of Florida, English, 2010; MA, University of Florida, Mass Communication, 2015 Academic Experience: Program Assistant, International Center, University of Florida, 2011-2015; International Student Services Secretary, International Center, University of Florida, 2010-2011 Languages: Spanish (5) Overseas Experience: Bolivia Percentage of time devoted to LAC studies: 100%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
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ALEXANDRINO, Dania Year of Appointment: 2017 Title/Department: Spanish Language News Manager, College of Journalism and Communications Tenure Status: Non-tenure track Education: BS, Boston University, Broadcast Journalism, 1999; MA, Kent State University, Public Relations, 2012 Academic Experience: Journalism Teacher, Boston Public Schools Boston, 2000-2002; Media Arts Teacher Boston Public Schools Boston, MA Summer, 1999 Languages: Spanish (5) Research/Teaching Interests: Bilingual Bicultural life in the US Overseas Experience: Puerto Rico Percentage of time devoted to LAC studies: 25%
BAKER, Jessica Year of Appointment: 2013 Title/Department: Accountant III, Center for Latin American Studies Education: BA, University of Florida, History/Classics, 1994; JD, University of Florida, 1999 Academic Experience: Coordinator, Research Programs, University of Florida, 2002-2003; Admissions Officer, Office of Admissions, University of Florida, 2001-2002; Grants Assistant, College of Engineering, University of Florida, 1994-1996 Percentage of time devoted to LAC studies: 100%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A96 PR/Award # P015A180146 Page e185 CAICEDO, Jessica Year of Appointment: 2006 Title/Department: Fiscal Assistant III, Center for Latin American Studies Education: BA, University of Florida, Spanish, 2005 Academic Experience: Secretary, Center for Latin American Studies, University of Florida, 2006-2012; Non-Clerical (In-house translator), Family, Youth and Community Science, University of Florida, 2005- 2006 Languages: Spanish (5) Overseas Experience: Colombia, Honduras Percentage of time devoted to LAC studies: 100%
CARTER, Wanda Year of Appointment: 2001 Title/Department: Program Assistant, Academic Affairs, Center for Latin American Studies Education: HS Diploma and 22 years of work experience at University of Florida Academic Experience: Office Assistant, Animal Care Services, University of Florida, 1999-2001; Receptionist, College of Veterinary Medicine, University of Florida, 1996-1998 Percentage of time devoted to LAC studies: 100% Distinctions: University of Florida Superior Award, Division 5, for excellency in academic services, 2018
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
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CASTILLO SIFUENTES, Mónica Year of Appointment: 2016 Title/Department: Fiscal Assistant II, Center for Latin American Studies Education: BS, Wharton School at The University of Pennsylvania, Economics with a concentration in Accounting, 2016 Academic Experience: Spanish data analyst and annotator, Linguistic Data Consortium, 2015-2016; Spanish Tutor, Language Center, University of Pennsylvania, 2013-2015. Languages: Spanish (5) Percentage of time devoted to LAC studies: 100%
DAS, Rajeeb Year of Appointment: 2013 Title/Department: Senior Program Evaluator and Assessment Specialist, Office of the Provost, Institutional Planning and Research Education: BS, University of Michigan, Cell Biology, 1998; Master of Science in Public Health, University of South Florida, 2000; Ph.D. Candidate, Research and Evaluation Methodology, University of Florida, 2014 Academic Experience: Statistical Researcher, University of Florida College of Medicine-Pediatrics, 2005-2013, Computer Applications, University of Florida College of Medicine-Statistics, 2000-2005 Languages: Spanish (2) Research/Teaching Interests: Specialization in quantitative & qualitative data analysis and data mining to link financial, enrollment, and student semester data; Evaluation employing surveys, focus groups, interviews, and data analysis for quality improvement and to guide future evaluation efforts; training in financing higher education in international contexts with focus on Cuba Selected Publications: 2 With N. Hardt, J. Eliazar, M. Burt, et al. “Use of a Prenatal Risk Screen to Predict Maternal Traumatic Pregnancy-Associated Death: Program and Policy Implications. Women’s Health Issues 23, no. 3 (2013): e187-93. With N. Hardt, S. Muhamed, R. Estrella, and J. Roth. “Neighborhood Level Hot Spot Maps to Inform Delivery of Primary Care and Allocation of Resources. The Permanente Journal 17, no. 1 (2013): 4–9. Percentage of time devoted to UF NRCs: 25%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A98 PR/Award # P015A180146 Page e187 FARLEY, Rose Year of Appointment: 2017 Title/Department: Human Resource Assistant, Center for Latin American Studies Education: HS Diploma and over 10 years of work experience at the University of Florida Academic Experience: Office Assistant/Human Resources Assistant, Electrical Computer Engineering, University of Florida, 2015-2017; Secretary, Senior Fiscal Assistant, Physical Plant Division, University of Florida, 2008-2011; Office Manager, Pharmaceutics, University of Florida, 2007. Percentage of time devoted to LAC studies: 100%
GUTIERREZ RASCÓN, MAIRA Year of Appointment: 2016 Title/Department: Program Coordinator, Center for Latin American Studies Education: BBA, New Mexico State University, International Business, 2015 Academic Experience: Campus Visit Coordinator, Welcome Center, Georgia State University, 2015- 2016; Clerical Aide, Chicano Programs, New Mexico State University, 2014-2015 Languages: Spanish (5) Overseas Experience: Costa Rica, Dominican Republic, Mexico, India, Spain Percentage of time devoted to LAC studies: 100%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
A99 PR/Award # P015A180146 University of Florida | CVs Page e188 HERNÁNDEZ, Ivette Year of Appointment: 2017 Title/Department: Administrative Support Assistant I, Center for Latin American Studies Education: AA, Rasmussen College, HR and Organizational Leadership, 2017 Academic Experience: University of Florida, 2017-Present Languages: Spanish (5) Overseas Experience: Dominican Republic, Puerto Rico Percentage of time devoted to LAC studies: 100%
NOSS, Andy Year of Appointment: 2014 Title/Department: Program Coordinator, Master of Sustainable Development Practice Program (Center for Latin American Studies / Center for African Studies) Education: BA cum laude, Carleton College, International Relations, 1986; MA, John Hopkins University School of Advanced International Studies, International Economics, Social Change and Development, 1989; PhD, University of Florida, Geography and Tropical Conservation, Certificate in African Studies, 1995. Academic Experience: Adjunct Assistant Professor, Department of Geography and Center for African Studies, University of Florida, Spring 2014; Adjunct Professor of Geography, Santa Fe College, Summer- Fall 2013; Consultant, Jaguar Conservation Program, Wildlife Conservation Society, 2013; Research Associate, Duke University Primate Center, 1995-1996 Languages: Spanish (4), French (3) Research/Teaching Interests: Conservation and management of indigenous territories and protected areas; sustainable use of wildlife; community conservation; camera trapping Overseas Experience: Argentina, Bolivia, Brazil, Colombia, Costa Rica, Ecuador, Guatemala, Paraguay, Peru Selected Publications: 19 With T. Kuemmerle, M. Altrichter, G. Baldi, M. Cabido, et al. “Forest Conservation: Remember Gran Chaco.” Science 355, no. 6324 (2017):465. With S. Perz, J. Araujo, and F. Roman. “Introducción: Temas compartidos y perspectivas diferentes en la Amazonía andina cambiante.” Biodiversidad Amazónica 5, no. 5 (2015): 1-16. With J. Koster. “Hunting Dogs and the Extraction of Wildlife as a Resource.” In Free-Ranging Dogs and Wildlife Conservation, edited by M.E. Gompper. Oxford: Oxford University Press, 2013. Percentage of time devoted to LAC studies: 50%
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A100 PR/Award # P015A180146 Page e189 SAMPAIO, Patricia Year of Appointment: 2006 Title/Department: Program Coordinator, Tropical Conservation and Development Program Tenure Status: Non-tenure track Education: BS, Federal University of Rio de Janeiro, Biology, 1992; MS, University of São Paulo, Ecology, 1997 Academic Experience: Administrative Director Coordinator, Biological Dynamics of Forest Fragments Project (BDFFP), Smithsonian Institution -Instituto Nacional de Pesquisas da Amazônia Manaus, Brazil, 2000-2002; Research Assistant, Biological Dynamics of Forest Fragments Project (BDFFP), Smithsonian Institution -Instituto Nacional de Pesquisas da Amazônia Manaus, Brazil, 1997-1999 Languages: Portuguese (5), Spanish (3) Research/Teaching Interests: Tropical conservation and development Overseas Experience: Brazil, Mexico Percentage of time devoted to LAC studies: 100% Distinctions: University of Florida International Educator of the Year award, staff category, 2014
UREÑA VALERIO, Lenny A. Year of Appointment: 2016 Title/Department: Assistant Director, Administrative Services, Center for Latin American Studies Education: BA magna cum laude, University of Puerto Rico, Río Piedras, 1999; MA, University of Michigan, Ann Arbor, 2002; PhD, University of Michigan, Ann Arbor, History, 2010 Academic Experience: Assistant Director and Academic Program Manager of the Center for Latin American and Caribbean Studies (LACS) at the University of Michigan, 2010-16; Lecturer I in History/LACS, University of Michigan, 2011-2016; Visiting Professor at University of Puerto Rico, Summer 2016 Number of Theses Supervised During Past 5 Years: 2 Languages: Spanish (5), Portuguese (4), German (4), French (3), Polish (3) Research/Teaching Interests: Imperial/Colonial Studies; History of Medicine and Public Health; European Migration to South America, particularly Brazil; Transnational Studies Number of Courses: 2 LAS 6905: Independent Study; LAS 6971: Masters Research Overseas Experience: Brazil, Cuba, Dominican Republic, Ecuador, Germany, Guatemala, Poland, Puerto Rico, Spain Number of Recent Publications: 2 Colonial Fantasies, Imperial Realities: Race Science and the Making of Polishness on the Fringes of the German Empire. Forthcoming with Ohio University Press, 2019. With M.D. Lasso. “The Quito Project: Un proyecto de justicia social para niños de comunidades urbano-marginales.” Esferas (Serie Monográfica de la Universidad de San Francisco de Quito, forthcoming 2018). With V. Ferreira, co-translator. “Un mundo destruido, una nación impuesta: La masacre haitiana de 1937 en la República Dominicana,” by Richard L. Turits, Translating the Americas 2 (Fall 2014): 1-47. Percentage of time devoted to LAC studies: 100% Distinctions: Elected Executive Committee Member of Consortium for Latin American Studies Programs (CLASP), 2017-2019; Distinguished Dissertation Award in Polish Studies, Polish Institute of Arts and Sciences, 2010; Fulbright-Hays Doctoral Dissertation Research Fellowship, 2003-2004
Scale of language proficiency level: 1=poor, 2=fair, 3=good, 4=excellent, 5=fluent
University of Florida | CVs A101 PR/Award # P015A180146 Page e190 Appendix B: Position Descriptions
PR/Award # P015A180146 Page e191 Appendix B UF Latin American Studies
Position I Classification Adjunct Professor in Portuguese Title: ($7,000 salary + fringes in Title VI funds for .25 fte position) Job Description: The Center for Latin American Studies at the University of Florida invites applications for an Adjunct Professor position in Portuguese effective August 22, 2019. This is a .25FTE, yearly renewable, nine-month position depending on positive student and peer evaluation reports.
Duties: a) teach Portuguese courses (Beginning Portuguese I in fall 2019 and Beginning Portuguese II in the spring 2020) at Santa Fe Community College as pipeline courses to attract transfer students to Portuguese and Latin American Studies coursework at UF; b) contribute to the development of a robust Portuguese program at the beginning level and the internationalization of the curriculum in the Community College; and c) provide support identifying FLAS- eligible students to attend the UF in Rio Program Summer Language and Culture Program.
The Center is committed to creating an environment that affirms diversity across a variety of dimensions, including ethnicity/race, gender identity and expression. We particularly welcome applicants who can contribute to such an environment through their scholarship, teaching, and professional service. The university and greater Gainesville community enjoy a diversity of cultural events, restaurants, year-round outdoor recreational activity, and social opportunities.
The University of Florida is an Equal Opportunity Institution dedicated to building a broadly diverse and inclusive faculty and staff. The selection process will be conducted in accordance Florida's Sunshine and Public Records Laws. If an accommodation due to disability is needed to apply for this position, please call (352) 392-2477 or the Florida Relay System at (800) 955-8771 (TDD). Minimum M.A. in Portuguese Studies or related field. Native or near-native proficiency in Requirements: Portuguese and English is required. Preferred A.B.D. or Ph.D. in Portuguese Studies or related field. Demonstrated potential Qualifications: for excellence in teaching. Special Applicants should submit 1) cover letter, 2) curriculum vitae, 3) statement of Instructions to teaching philosophy, and 3) the names and e-mail addresses for three references. Applicants: After initial review, letters of recommendation will be requested for selected applicants.
The final candidate will be required to provide an official transcript to the hiring department upon hire. A transcript will not be considered “official” if a designation of “Issued to Student” is visible. Degrees earned from an educational institution outside of the United States must be evaluated by a professional credentialing service provider approved by the National Association of Credential Evaluation Services (NACES), which can be found at http://www.naces.org/.
PR/Award # P015A180146University of Florida | Position Descriptions B1 Page e192 Appendix B UF Latin American Studies
Position II Classification Graduate Assistant – Teaching – in Haitian Creole Language and Culture Title: ($16,000 salary + fringes in Title VI funds for .50fte. The Department covers tuition) Job Description: The Department of Languages, Literatures and Cultures at the University of Florida invites applications for the position of Graduate Teaching Assistant in Haitian Creole language and culture to begin August 16, 2018. This is a .50FTE, yearly renewable, nine-month position depending on positive student and peer evaluation reports.
Duties: a) teach one undergraduate language classes per semester; b) contribute to a robust undergraduate major by collaborating with colleagues to ensure smooth articulation across the levels of language instruction and by participating in course design and creation; c) provide extracurricular support of the program through service that includes weekly language tables and other activities relating to extracurricular Haitian Creole language use.
The Department is committed to creating an environment that affirms diversity across a variety of dimensions, including ethnicity/race, gender identity and expression. We particularly welcome applicants who can contribute to such an environment through their scholarship, teaching, and professional service. The university and greater Gainesville community enjoy a diversity of cultural events, restaurants, year-round outdoor recreational activity, and social opportunities.
The University of Florida is an Equal Opportunity Institution dedicated to building a broadly diverse and inclusive faculty and staff. The selection process will be conducted in accordance Florida's Sunshine and Public Records Laws. If an accommodation due to disability is needed to apply for this position, please call (352) 392-2477 or the Florida Relay System at (800) 955-8771 (TDD). Minimum Fulltime registered M.A. or doctoral students at a degree awarding department at Requirements: the University of Florida, preferably candidates in relevant areas, including second-language acquisition or linguistics. Native or near-native proficiency in Haitian Creole and English is required. Preferred Candidates with demonstrated expertise in language-learning technology are Qualifications: particularly welcome. Special Applicants should submit 1) cover letter, 2) curriculum vitae, 3) statement of Instructions to teaching philosophy, and 3) the names and e-mail addresses for three references. Applicants: After initial review, letters of recommendation will be requested for selected applicants.
The final candidate will be required to provide an official transcript to the hiring department upon hire. A transcript will not be considered “official” if a designation of “Issued to Student” is visible. Degrees earned from an educational institution outside of the United States must be evaluated by a professional credentialing service provider approved by the National Association of Credential Evaluation Services (NACES), which can be found at http://www.naces.org/.
PR/Award # P015A180146University of Florida | Position Descriptions B2 Page e193 Appendix B UF Latin American Studies
Position III Classification Graduate Assistant – Teaching – in Haitian Creole Language and Culture Title: ($8,000 salary + fringes in Title VI funds for .50fte. The Department covers 50% salary and tuition) Job Description: The Department of Languages, Literatures and Cultures at the University of Florida invites applications for the position of Graduate Teaching Assistant in Haitian Creole language and culture to begin August 16, 2018. This is a .50FTE, yearly renewable, nine-month position depending on positive student and peer evaluation reports.
Duties: a) teach one undergraduate language classes per semester; b) contribute to a robust undergraduate major by collaborating with colleagues to ensure smooth articulation across the levels of language instruction and by participating in course design and creation; c) provide extracurricular support of the program through service that includes weekly language tables and other activities relating to extracurricular Haitian Creole language use.
The Department is committed to creating an environment that affirms diversity across a variety of dimensions, including ethnicity/race, gender identity and expression. We particularly welcome applicants who can contribute to such an environment through their scholarship, teaching, and professional service. The university and greater Gainesville community enjoy a diversity of cultural events, restaurants, year-round outdoor recreational activity, and social opportunities.
The University of Florida is an Equal Opportunity Institution dedicated to building a broadly diverse and inclusive faculty and staff. The selection process will be conducted in accordance Florida's Sunshine and Public Records Laws. If an accommodation due to disability is needed to apply for this position, please call (352) 392-2477 or the Florida Relay System at (800) 955-8771 (TDD). Minimum Fulltime registered M.A. or doctoral students at a degree awarding department at Requirements: the University of Florida, preferably candidates in relevant areas, including second-language acquisition or linguistics. Native or near-native proficiency in Haitian Creole and English is required. Preferred Candidates with demonstrated expertise in language-learning technology are Qualifications: particularly welcome. Special Applicants should submit 1) cover letter, 2) curriculum vitae, 3) statement of Instructions to teaching philosophy, and 3) the names and e-mail addresses for three references. Applicants: After initial review, letters of recommendation will be requested for selected applicants.
The final candidate will be required to provide an official transcript to the hiring department upon hire. A transcript will not be considered “official” if a designation of “Issued to Student” is visible. Degrees earned from an educational institution outside of the United States must be evaluated by a professional credentialing service provider approved by the National Association of Credential Evaluation Services (NACES), which can be found at http://www.naces.org/.
PR/Award # P015A180146University of Florida | Position Descriptions B3 Page e194 Appendix B UF Latin American Studies
Position IV Classification Graduate Assistant – Program Assistant Title: ($7,500 salary + fringe in Title VI funds for .50fte. The College of Education covers 53% of salary and tuition) Job Description: The College of Education at the University of Florida invites applications for the position of Graduate Research/Curriculum Assistant in the School of Teaching and Learning to begin August 16, 2018. This is a .50FTE, yearly renewable, nine- month position depending on positive student and peer evaluation reports.
Duties: Facilitate communication between CLAS and COE faculty Support implementation of projects envisioned under the Title VI grant in designated COE courses Collaborate with COE faculty on obtaining student feedback on project experiences Develop supporting teaching materials for designated projects as needed . The Department is committed to creating an environment that affirms diversity across a variety of dimensions, including ethnicity/race, gender identity and expression. We particularly welcome applicants who can contribute to such an environment through their scholarship, teaching, and professional service. The university and greater Gainesville community enjoy a diversity of cultural events, restaurants, year-round outdoor recreational activity, and social opportunities. The University of Florida is an Equal Opportunity Institution dedicated to building a broadly diverse and inclusive faculty and staff. The selection process will be conducted in accordance Florida's Sunshine and Public Records Laws. If an accommodation due to disability is needed to apply for this position, please call (352) 392-2477 or the Florida Relay System at (800) 955-8771 (TDD). Minimum Fulltime admitted and/or registered doctoral students in the School of Teaching Requirements: and Learning at the University of Florida, preferably candidates in relevant areas, second language development (ESOL), English language and literacy, multiliteracies, children’s literature, or curriculum and teacher education (CTTE). Preferred Candidates with demonstrated expertise in K-12 teaching, curriculum Qualifications: implementation, and preferred experiences with instructional technologies and research Special Applicants should submit 1) cover letter, 2) curriculum vitae, 3) statement of how Instructions to their experiences are relevant to the position, and 3) the names and e-mail Applicants: addresses for three references. After initial review, letters of recommendation may be requested for selected applicants. The final candidate will be required to provide an official transcript to the hiring department upon hire. A transcript will not be considered “official” if a designation of “Issued to Student” is visible. Degrees earned from an educational institution outside of the United States must be evaluated by a professional credentialing service provider approved by the National Association of Credential Evaluation Services (NACES), which can be found at http://www.naces.org/. Materials submitted for graduate program admission application may be used for this purpose.
PR/Award # P015A180146University of Florida | Position Descriptions B4 Page e195 Appendix B UF Latin American Studies
Position V
Imaging Assistant ($7,500 salary and fringes in Title VI support to cover 750 hours for this OPS position)
Job Description
The University of Florida Digital Collections represents over 13 million pages of digital and digitized materials from the collections of the University of Florida and partner institutions. The Imaging Assistant will work across various units with staff in Digital Production Services at the George A. Smathers Libraries. This position supports the scanning of library materials held in our Latin and Caribbean Library Collection.
Work in the Imaging Unit of the Digital Production Services Department will consist of preparation of newspapers, books or other materials for digital capture. Imaging can be conducted on a number of different scanners. This position may also perform online searches of digital content and review/enhance the accuracy of metadata.
Duties and Responsibilities:
Images source materials using CopiBook scanners and other hardware Performs image correction individually or in batches using Adobe Photoshop and other software Monitor work flow history using department database Perform quality control on files to assure image consistency, pagination and sectioning and other work as assigned within the Imaging Unit Data entry to bring metadata up to set standards Other tasks as needed
Minimum Qualifications
Familiarity with Adobe Photoshop and Microsoft Office Suite Flexibility and ability to adapt and work in a rapidly changing production environment Strong computer skills and demonstrated ability to work accurately in detail-oriented, busy production environment Ability to follow both written and spoken instructions and procedures Ability to communicate effectively
Preferred Qualifications
Experience with DSLR cameras Excellent organizational skills Ability to set and follow a written schedule Ability to work independently, once trained Ability to lift 20 pound boxes
Pay Rate: $10.00
PR/Award # P015A180146University of Florida | Position Descriptions B5 Page e196 Appendix B UF Latin American Studies
Desired Hours: Time limited, up to 30 hours per week
Location and Hours:
Please be aware this position is not located on the main campus. The job location for this position is at: 4040 NE 49th Avenue (RTS – Job Corps Route 24) Hours are to be worked Monday-Friday between 8 am and 5 pm.
PR/Award # P015A180146University of Florida | Position Descriptions B6 Page e197
Appendix C: Course List
PR/Award # P015A180146 Page e198 Appendix C UF Course List Table of Contents
AGRICULTURAL AND LIFE SCIENCES Agricultural and Biological Engineering ...... C2 Agricultural Education and Communication ...... C3 Agricultural Operations Management ...... C3 Agronomy ...... C3 Entomology and Nematology ...... C13 Food and Resource Economics ...... C14 Forest Resources and Conservation ...... C15 Natural Resources and Environment ...... C33 Soil and Water Science ...... C39 Wildlife and Ecology Conservation ...... C46 ARTS Art and Art History ...... C9 Music ...... C32 Theatre and Dance ...... C45 BUSINESS, WARRINGTON COLLEGE Accounting ...... C1 Finance, Insurance and Real Estate ...... C14 Management ...... C32 Marketing ...... C32 DESIGN, CONTRUCTION AND PLANNING Architecture ...... C9 Building Construction ...... C11 Urban and Regional Planning ...... C45 EDUCATION Education – Teaching and Learning ...... C11 ENGINEERING, HERBERT WERTHEIM COLLEGE Civil and Coastal Engineering ...... C11 Environmental Engineering Science ...... C14 HEALTH AND HUMAN PERFORMANCE Tourism, Recreation and Sport Management ...... C45 HONORS PROGRAM Honors Program ...... C21 JOURNALISM AND COMMUNICATIONS Advertising ...... C1 Journalism ...... C21 Mass Communication ...... C32 Telecommunication ...... C45 LATIN AMERICAN STUDIES Latin American Studies ...... C22 LAW, LEVIN COLLEGE Law ...... C30
PR/Award # P015A180146University of Florida | Course List Table of Contents 1 Page e199 Appendix C UF Course List Table of Contents
LIBERAL ARTS AND SCIENCES African-American Studies ...... C1 African Studies ...... C1 Anthropology ...... C4 Biology ...... C11 Economics ...... C11 English ...... C12 Geography ...... C15 Geological Sciences ...... C17 Haitian Creole ...... C17 History ...... C18 Languages, Literatures and Cultures ...... C22 Linguistics ...... C31 Philosophy……………………………………………………………………………………………C33 Political Science ...... C33 Portuguese ...... C35 Religion ...... C37 Sociology, Criminology and Law ...... C39 Spanish ...... C39 Women’s Studies ...... C47 PUBLIC HEALTH AND HEALTH PROFESSIONS Heath Professions ...... C18 Public Health ...... C37
PR/Award # P015A180146University of Florida | Course List Table of Contents 2 Page e200 Appendix C UF Latin American Studies
Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Accounting International Auditing--Global perspective of auditing issues including international auditing standards and ACG 6691 corporate governance practices providing an in depth analysis of the audit of multinational companies, cross 60 X X border transactions and transfer pricing within affiliated groups of companies. Knechel 25% S 2 International Taxation--Expansion of introduction to international tax, addressing more complex concepts TAX 6526 encountered by U.S. multinationals operating abroad. U.S. taxation of foreign persons with U.S. activities 2 42 X X included. Mcgill 25% S Advertising International Advertising--Global competition and worldwide markets; technological revolutions; and branding ADV 4400 Various 25% F, S, Su 3 134 X X products and services under different cultural, regulatory, and competitive conditions. African-American Studies Key Issues in African-American and Black-Atlantic Thought--The leading voices of resistance and social AFA 3110 change that have influenced African-American intellectual history, black public consciousness, political action and Various 50% F, S 3 173 X X social theory. The African Diaspora--Overview of transnational fields of cultural contact, power and competing economic AFA 3240 Henson 50% F 3 X X interests in which the African Diaspora developed.
AFA 3332 Black Feminist & Womanist Theory--Includes material on Caribbean and Afro-Latin American feminisms. Celeste 25% S 3 20 X X
Black Englishes--The aim of this course is to present students with varieties of Englishes spoken by Blacks in Africa, the Caribbean, and the United States. Students will learn about the structure of these varieties as well as the social histories which underpin them. They will be made to appreciate difficulties in using terms like dialect AFA 4931 versus language to describe these varieties. Further, they will watch movies and interact with native speakers of Essegbey 25% F 3 2 X these varieties with a view to identifying features that set them apart. Students will also be introduced to such concepts like “pidgins” and “creoles”. Students will also learn to distinguish between “broken English” and Pidgin or Creole English. Cross-listed with LIT 4930/ SSA 4930/ LING 4930
African Studies Children in Developing Countries--The course covers some of the realities and debates concerning children’s AFS 4935 lives and welfare in developing countries, with particular focus on Sub-Saharan Africa and Latin America. Cross- Serra 50% F 3 7 listed with LAS 4935.
Diasporas of Africa--Addresses both the old and new African Diaspora(s), examining definition and relation to a AFS 4935 homeland, consciousness of belonging, political activism, relations with the host society, and symbolic or physical Kane 25% F, S 3 2 X X return home. Cross-listed with AFS 6905, ANG 6930, and ANT 4930.
Global Studies for Educators--As the world becomes increasingly interconnected, global education is crucial to prepare students with knowledge and critical thinking skills to navigate our complex world. Global education aims AFS 4935 to infuse regional content across disciplines to enable students to analyze information from diverse perspectives as Risner; Kumar 33% Su 3 X X X we seek solutions to resolve issues that affect humanity at the local and global levels. Online course cross-listed with EDG 4930 and LAS 4935. Course developed with Title VI funds.
PR/Award # P015A180146 Page e201 University of Florida | Course List C1 Appendix C UF Latin American Studies
Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
Development Theory & Practice--Both conceptual and practical issues are addressed in relation to each course
topic with a multi-disciplinary approach that focuses on the interrelationship among approaches, comparing Latin
American and African contexts. Participants learn to describe and analyze complex development issues, paying AFS 6305 Schmink 50% F 3 9 X X particular attention to cross-sector linkages and regional comparisons. The course leverages web-based technologies to facilitate interactions among students and faculty at participating MDP universities around the world. Cross-listed with LAS 6938 and ANG 6930.
Foundations for Economics of Sustainable Development--Provides students with key analytical tools from AFS 6307 Serra 50% S 3 8 X X economics for the study of sustainable economic development. Cross-listed with LAS 6938. Diasporas of Africa--Addresses both the old and new African Diaspora(s), examining definition and relation to a AFS 6905 homeland, consciousness of belonging, political activism, relations with the host society, and symbolic or physical Kane 25% F, S 3 1 X X return home. Cross-listed with AFS 4935, ANG 6930, and ANT 4930. Conservation & Development in Practice--Analyzes information and interprets results using diverse AFS 6905 methodological approaches including those employed during students' field practicum projects. Required for MDP Galloway 50% F 3 5 X X students. Cross-listed with LAS 6938. MDP Administration--Introduction to key topics in development, including climate change, agriculture, water, AFS 6905 nutrition, primary health, education, energy, biodiversity, and ecosystems, program management, foreign aid, Galloway 50% F 3 5 X X ethics, and global governance. Cross-listed with LAS 6938. Gender and Empowerment in Developing Nations--The course aims to develop not only knowledge but also expertise in a range of skills, such as leadership and training, survey design, focus group discussions, role-play, AFS 6905 key informant interviews, or data analysis. For the main assignment, students will work in groups to organize a Serra 25% S 3 X X symposium at the end of the semester, presenting on the different perspectives on gender equity and women’s empowerment from the South. Cross-listed with WST 6935.
Design and Methods for Sustainable Development Practice--The purpose of this course is to build practical AFS 6905 skills and critical perspectives that empower participants to engage constructively in planning, implementation and Galloway 50% F 3 0 X X evaluation of sustainable development practice. Required for MDP students. Cross-listed with LAS 6938.
Wildlife Economics and Governance-- The course discusses human-environmental interactions through a framework of governance, economics and applied management. Its focus is devising sustainable livelihood strategies for people and communities living in marginal lands – mainly through the use of wild life in the form of AFS 6905 Child 50% F 3 3 forests, drylands, wildlife and fisheries. The course is designed for the natural resources/skills “pillar” in the Masters in Sustainable Development Practice, the interdisciplinary requirement for core course in TCD, and as a course in natural resource policy. Cross-listed with GEO 6938. Agricultural and Biological Engineering Land and Water Resource Engineering--Introduces hydrology, flow through porous media, flood routing, grade Muñoz- ABE 3212 control structures and erosion control. Students will gain knowledge of the land and water resources field as it 25% S 4 10 X X Carpena relates to societal issues both locally and globally. Fundamentals and Applications of Biosensors--Provides a broad introduction to the field of biosensors, as well as an in-depth and quantitative view of biosensor design and performance analysis. Fundamental application of ABE 4033 biosensor theory will be demonstrated, including: recognition, transduction, signal acquisition, and post McLamore 25% S 3 28 X X X processing/data analysis. Case studies from Colombia made possible with Title VI interdisciplinary working group support. Cross-listed with ABE 5038.
Recent Developments and Applications in Biosensors--Introduction to biosensors, design and performance
analysis. Fundamental application of biosensor theory will be demonstrated, including recognition, transduction, ABE 5038 McLamore 25% S 3 2 6 X X X signal acquisition, and post processing/data analysis. Includes case studies from Colombia made possible with Title VI interdisciplinary working group support. Cross-listed with ABE 4033.
PR/Award # P015A180146 Page e202 University of Florida | Course List C2 Appendix C UF Latin American Studies
Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Agricultural Education and Communication
Intercultural Communication -- Communication behaviors are examined to identify basic differences among AEC 3073 Suarez; Rollins 25% F, S, Su 3 79 X X individuals from diverse cultural backgrounds. Includes material from anthropology and communication.
Global Leadership--An integrated, practical and dynamic framework for students to develop global literacy and AEC 4465 Suarez 25% F 3 29 X X leadership competencies. Food, Communication and Social Justice--This course will examine the connection between food, community, and social justice by utilizing both in class activities and lectures and out-of-class service learning hours within local community gardening programs. Throughout the course, students will grow a greater understanding of how AEC 4932 Suarez 25% F 3 X equitable access to food, educating communities about nutrition and growing food, and increasing overall efforts to beautify communities can inspire and invigorate communities with hope and justice. Cross-listed with AEC 6932. Communication and Competencies for Global Leadership--The purpose of this course is to increase knowledge of the global social, political, anthropological, psychological and linguistic perspectives of intercultural AEC 6419 Suarez 25% S 3 6 communication and relationships and to enhance cultural competence in communication through practical application of intercultural communication principles and concepts. Food, Communication and Social Justice This course will examine the connection between food, community, and social justice by utilizing both in class activities and lectures and out-of-class service learning hours within local community gardening programs. Throughout the course, students will grow a greater understanding of how AEC 6932 Suarez 25% F 3 X equitable access to food, educating communities about nutrition and growing food, and increasing overall efforts to beautify communities can inspire and invigorate communities with hope and justice. Cross-listed with AEC 4932. Agricultural Operations Management Global Sustainable Energy: Past, Present and Future--Students will explore the global history of energy AOM 2520 sources. New energy sources are investigated and international solutions to future needs are analyzed. Cross-listed Porter 25% F 3 57 X X with AOM 6932.
Advanced Global Sustainable Energy--Students will explore the global history of energy sources. New energy AOM 6932 Porter 25% F 3 1 X X sources are investigated and international solutions to future needs are analyzed. Cross-listed with AOM 2520. Agronomy Tropical Cropping Systems--Students will gain basic knowledge of the major tropical food crops (biology, production, utilization), tropical environments and ecology, and tropical cropping systems. Cropping systems will be discussed within the context of agricultural development, focusing on current management practices, constraints AGR 4932 Macdonald 25% F 3 11 X X to production, and food security. Historical and current models for rural agricultural development will also be discussed, including holistic approaches to crop production and the role of technology in tropical cropping systems. Cross-listed with AGR 5277. Tropical Cropping Systems--Students will gain basic knowledge of the major tropical food crops (biology, production, utilization), tropical environments and ecology, and tropical cropping systems. Cropping systems will be discussed within the context of agricultural development, focusing on current management practices, constraints AGR 5277 Macdonald 25% F 3 23 X X to production, and food security. Historical and current models for rural agricultural development will also be discussed, including holistic approaches to crop production and the role of technology in tropical cropping systems. Cross-listed with AGR 4932. Tropical Grassland Agroecosystems--Importance, ecology, ecosystems services, physiology, management, and AGR 6233 utilization of sown grasslands in the tropics and subtropics. Emphasizes interactions between grassland plants and Sollenberger 25% F 3 X the environment, other plants, and grazing herbivores. Global Agroecosystems--Focusing on the principles of agroecology and presentation of topics that integrate Rowland; ALS 4154 ecological with agricultural principles to optimize resource conservation, productivity, societal benefit, and Gloaguen; 25% F 3 X X profitability. Cross-listed with ALS 5155. Landy PR/Award # P015A180146 Page e203 University of Florida | Course List C3 Appendix C UF Latin American Studies
Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Global Agroecosystems--Focusing on the principles of agroecology and presentation of topics that integrate Rowland; ALS 5155 ecological with agricultural principles to optimize resource conservation, productivity, societal benefit, and Gloaguen; 25% F 3 15 X X profitability. Cross-listed with ALS 4154. Landy Anthropology Peoples of Brazil--This course takes a fresh look at the peoples of Brazil by exploring the history, culture, and contemporary issues facing Latin America’s richest and most populous nation and site of the 2101 Earth Summit, ANG 5336 Resende 100% F 3 X X the 2014 FIFA World Cup, and the 2016 Olympiad. Supported with Title VI Course Development/Enhancement grant. Cross-listed with ANT 4336, LAS 4935 and LAS 6938. Linguistic and Cultural Anthropology Proseminar--This course provides an overview of major ideas and research areas within the subfields of cultural and Broadwell; ANG 5621 25% S 3 22 X X linguistic anthropology. The objective of the course is to provide a solid foundation for a graduate fourfield Collings Anthropology degree. Archaeological Theory--Theoretical approaches in social sciences and philosophies, developed and applied in ANG 6110 anthropological archaeology through the 20th century and into the 21st. Relationship of archaeology to Gillespie 25% F 3 3 X X anthropology. Problem Caribbean Prehistory--Theories and methods for study of prehistoric human societies. Case studies ANG 6161 Keegan 100% S 3 2 drawn primarily from Caribbean islands. Cross-listed with ANT 4930. International Heritage Management-- This seminar-style course provides a global perspective on the current state of Cultural Heritage Management. Political, religious and social conflicts, massive development projects, ANG 6186 governmental complacency, ignorance, corruption and lack of funding, substantial tourism growth, and other Brandt 25% F 3 X factors have all seriously impacted the World’s, and especially the Global South’s ability to maintain, conserve and protect Cultural Heritage. South American Archeology--The objective of this course is to create a baseline of knowledge on the Oyuela- ANG 6186 100% F 3 X archaeological heritage found in South America. Cross-listed with ANT 4930. Caycedo Urban Anthropology/Urban Landscape--This course provides a general overview of urban studies in ANG 6286 anthropology and affiliated disciplines, focusing particularly on ethnography conducted in urban settings in Brazil Heckenberger 50% F 3 4 X and the USA. Landscape, Place, Dwelling--Contemporary theoretical approaches and applications to the social construction of ANG 6421 place and space from the macro-scale of landscape to the micro-scale of dwelling. Emphasis on materiality of Gillespie 25% S 3 6 experience of inhabiting space.
Coffee Culture, Production and Markets--Coffee is an integral part of life for producers and consumers around the world, and it is the world’s second most valuable commodity produced by developing countries (in terms of ANG 6930 total trade dollars). This course will consider the diverse expressions and ramifications of “coffee culture,” from Tucker 50% S 3 4 the farmers who see it as their life, to the buyers and traders who know it as a living, to the drinkers who can’t imagine life without cups of java. Cross-listed as ANT4930, LAS4935, and LAS6938.
Development Theory and Practice in Latin America and Africa--Both conceptual and practical issues are addressed in relation to each course topic with a multi-disciplinary approach that focuses on the interrelationship
among approaches, comparing Latin American and African contexts. Participants learn to describe and analyze ANG 6930 Schmink 50% F 3 1 X complex development issues, paying particular attention to cross-sector linkages and regional comparisons. The course leverages web-based technologies to facilitate interactions among students and faculty at participating MDP universities around the world. Cross-listed with AFS 6305 and LAS 6938.
Feminist Anthropology--This seminar offers an introduction to feminist anthropology. It explores the historical developments of feminist anthropology and the transformations and expansions that characterizes feminist ANG 6930 anthropology in the twenty-first century. Particular emphasis is given to how feminist anthropology, both Ostebo 25% F 3 11 X theoretically and methodologically have challenged and contributed to the wider field of anthropology. Cross- listed with ANT 4930.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Diasporas of Africa--Addresses both the old and new African Diaspora(s), examining definition and relation to a ANG 6930 homeland, consciousness of belonging, political activism, relations with the host society, and symbolic or physical Kane 25% S 3 3 X X return to home. Cross-listed with AFS 4935, AFS 6905, and ANT 4930.
Environmental Governance--Participants in this course explore the roles of governments, markets, and civil society in the creation, adoption and implementation of environmental rules and norms. The course evaluates leading environmental policy strategies, including traditional state regulation, market-based incentives and Overdevest; ANG 6930 regulation created by private actors (civil society and corporations/CSR). Increasingly, the interactions between 25% F 3 4 X Tucker different forms of regulation figure prominently in debates on governance. Empirical examples of governance arrangements from different parts of the world and different domains (climate change, forestry, fisheries, agriculture, air quality) highlight challenges and opportunities. Cross-listed with SYA 7933 and LAS 6938.
Ethnographic Writing--This course will explore the craft of writing in relation to events, circumstances, and predicaments that arise during ethnographic fieldwork. Our main activity as participants will be to write. ANG 6930 However, we will also use this forum to foster an extended conversation on strategies and techniques for Kernaghan 25% F, S 3 16 portraying empirical worlds. Making our own ethnographic writing more adequate to encounters with the worlds we study is the overarching aspiration of the class. Global Public Health--This course offers anthropologically informed perspectives on global public health. Through readings of selected journal articles and ethnographies of global health, students are introduced to various global health challenges and problems, and to the initiatives and approaches that have been undertaken to address ANG 6930 Ostebo 25% F 3 8 them. This includes a focus on the main actors and institutions that constitute the field of global health and on the different value systems and forms of knowledge production that have informed historical and contemporary trends in global health policy and practice. Migration and Globalization--This course studies the Global not as a given, but rather as an invitation to explore the intense and highly unequal exchanges and ideologies that comprise transnational processes. Central part of these is also the flow of people, resources and finance. We look at some of the major topics and debates pertaining ANG 6930 to the literature on globalization in anthropology, then link the topic with that of migration. The second portion of Stoilkova 25% F 3 1 12 the course focuses on specific examples of mobility around the globe and the social and cultural transformations they tend to spur. We link globalization and migration with problems regarding the reshaping of national and personal identities, citizenship, belonging. Indigenous Religions of the World--This course seeks to understand comparatively the religious traditions of indigenous peoples from selected areas of the globe. The central objectives of our studies of these religious ANG 6930 traditions are to comprehend the principles by which cosmogonies (the creation) are founded, cosmologies Wright 25% S 3 1 (worldviews) are constructed, the variety of beings that populate the cosmos are inter-related, and eschatologies (views on the end-of- times) are envisaged. Field Methods in Anthropological Linguistics--This course is intended to help you learn how to gather and ANG 6930 Broadwell 25% F 3 1 analyze linguistic information from speakers of other languages. Power & Environment--This course brings together natural and social scientists and practitioners to ask: How does power work in and through ecosystems, economies, environmental governance systems, institutions, bodies and science itself? Participants explore environmental challenges and conflicts on scales ranging from local farms ANG 6930 Paulson 100% S 3 2 and forests to earth systems of atmosphere, hydrosphere and biosphere. Attention is drawn to unequal distribution of environmental benefits and burdens, asymmetrical exchange of material and energy, and contested understandings of human and other nature. Cross-listed with LAS 6938. Racism, Medicine, and Health--This graduate seminar grapples with the relations among racism, health, and medicine—both in the United States and abroad. It examines the historical roots of medical racism, the role of ANG 6930 medical and genetic research in constructing and deconstructing race as a biological concept, and the ways that Gravlee 25% F 3 9 systemic racism harms health. We will read broadly across disciplines, including anthropology, biology, history, law, public health, and science and technology studies.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Roads and Road Publics--This course examines roads and road-building, and will weigh the distinctive features ANG 6930 and shared traits of different kinds of roads with attention to how through them place, time, and space appear to Kernaghan 25% S 3 9 coalesce. Cross-listed as ANT 4930. Sacred Plants--This course explores the sacred relationships constructed among humans and plants in cultures primarily of the Americas. Among topics to be discussed are: plants as concocted to become intermediaries ANG 6930 between humans and the divine; plants as constitutive of the “body” of the gods; sacred rituals involving plants; Wright 75% S 3 12 human/plant relationships as the privileged locus of discourse on the nature of the divine and spirit worlds. Cross- listed as ANT 3930 and RLG 5937. Indigenous People of Brazil--This course is a survey course of the indigenous peoples of Brazil, including case material from archaeological, historical and ethnographic studies. The class considers the history and diversity of ANG 6930 Heckenberger 100% F 3 X indigenous peoples, particularly in the Amazon region, and their place in the contemporary world, including the unique challenges they face. Cross-listed with ANT 4930. Religion & Healing--Focuses on "non-conventional" healers and healing practices in various religious traditions ANG 6930 Wright 25% F, Su 3 X X around the globe. Cross-listed with REL 2930 and ANT 3930.
Readings in Legal Anthropology--In this course, participants examine some thematic crossings and convergences between the philosophy of law and the tradition of anthropology in light of recent ethnographic studies on the legal entanglements of neoliberalism, post colony and the aftermaths of counterinsurgency wars. ANG 6930 Given that legal phenomena begin with and are primarily entailed through relations—above all, the Kernaghan 25% F 3 X movements of bodies and passions that shape and alter social life—the course’s theoretical orientation is broadly empiricist. We will focus, however, less on rationality per se than on the specificity of relations themselves: their terms, potency, transformational potential, and affective charge.
Anthropology of Travel-- The course explore a substantial body of theory and some relevant ethnographies in ANG 6930 order to facilitate research on travel narratives tourism, and related topics. The readings have an interdisciplinary Kugelmass 25% F 3 6 quality to them including anthropology, history and comparative literature. Anthropology of Infectious Diseases-- This graduate seminar advances a critical medical anthropology perspective on infectious disease emergence, transmission, prevention and control. The course explores counter- narratives to the hegemony of science and technology, including the role of local communities and the need to ANG 6930 address health inequalities and structural factors, such as water, hygiene, sanitation and housing. The seminar Bardosh 25% S 3 2 X provides a forum for students in anthropology, geography, sociology, development studies, public health, medicine and other disciplines to critically reflect on the social and political lives of infectious disease, and to explore pathways for novel anthropological engagement. Violence & Crime in Latin America--An examination of the historical, social, political, cultural, and economic ANG 6930 aspects of violence and crime in present-day Latin America. Cross-listed with ANT 4930, LAS 4935, and LAS Hanson 100% F 3 X 6938. Zooarcheology of Mexico and Central America--This class uses zooarchaeological data and research approaches to explore the many theoretical questions that confront archaeologists working in Central America (including the ANG 6930 Mesoamerican region from Mexico south, and lower Central America). Advanced knowledge of zooarchaeological Emery 100% F 2 X methods is required because the course takes the science as the foundation for investigating anthropological and archaeological questions. Introduction to World Archaeology--The global study of human culture from its origins to the present through ANT 2140 Staff 25% F, S 3 259 X X the recovery, description, and analysis of archaeological remains. Human Sexuality & Culture--Examines aspects of sexuality from a cross-cultural viewpoint and traces the Gravlee; ANT 2301 development of an individual's sexuality and sexual identity. Sexual anatomy and functioning, gender roles and the 25% F, S 3 945 X X Chakrabarti interplay of behavior and sexual ethics are discussed. Cultural Anthropology--The nature of culture. The content of cultures; languages, subsistence, economic ANT 2410 Staff 25% F, S, Su 3 703 X X structures, art and religion in human societies.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Development of World Civilization--Discussion of archeological evidence for the development of civilization in ANT 3141 Staff 25% F, S 3 226 1 X X its regional variants from the earliest beginning to the dawn of written history. Sex Roles Across Culture--Anthropological perspective on division of labor by sex in different world societies. ANT 3302 Grafft-Weis 25% F, S 3 115 X Variation in sex roles in economic, religious, political domains. Consumer Culture--Examination of the cultural bases for the consumption of commodities in modern society, ANT 3420 employing anthropological concepts and social science methods. Primary emphasis is on the social relationships Gillespie 25% F 3 41 X enacted between people and the things they live with. Race & Racism--Examines the concept of race from a holistic anthropological perspective, incorporating Ibarrola; ANT 3451 25% F, S, Su 3 450 X examples from biological anthropology, cultural anthropology, archaeology as well as linguistic anthropology. Gravlee Global Health Culture--Examines the ways in which diverse societies in the United States and abroad construct Chapman; ANT 3478 illness and health experiences, balance healing traditions with multiple forms of medical practice and integrate the 25% F 3 89 X Bardosh human experiences of illness, recovery and death with the technical world of biomedicine. Globalization & Migration--This class helps us understand the implications of what we have come to see as “globalization” for our social experiences in different parts of the world. We are told that the augmented economic exchanges, new media, human migrations, and circulating knowledges have made our world much more ANT 3930 Stoilkova 25% S 3 5 1 interconnected in the post-Cold War era. But in what ways, precisely, and to what ends? In this course, we take the Global not as a given, but rather as an invitation to explore the intense and highly unequal exchanges that comprise transnational processes. Sacred Plants--This course explores the sacred relationships constructed among humans and plants in cultures primarily of the Americas. Among topics to be discussed are: plants as concocted to become intermediaries ANT 3930 between humans and the divine; plants as constitutive of the “body” of the gods; sacred rituals involving plants; Wright 75% S 3 2 human/plant relationships as the privileged locus of discourse on the nature of the divine and spirit worlds. Cross- listed as ANG 6930 and RLG 5937. Plagues and People-- This course provides an overview of how plagues and epidemics have shaped human prehistory and history. We consider the long-term human experience with infectious disease in terms of “Epidemiological Transitions.” Throughout the course we undertake an anthropological understanding of how ANT 3930 Cobb 25% S 3 34 infectious disease has been conceptualized at different times and by different cultural groups, and how epidemics may be viewed as a threat to the social order. In the contemporary world epidemics continue to occur and new, highly virulent diseases are emerging at a rapid rate.
Indigenous Religions of the Americas--Introduces the student to the historical and contemporary religious beliefs ANT 3930 Wright 75% F, S 3 18 X and practices of Native peoples of North, Central and South America. Cross-listed with REL 2388. Religion & Healing--Focuses on "non-conventional" healers and healing practices in various religious traditions ANT 3930 Wright 25% F, Su 3 21 X around the globe. Cross-listed with REL 2930 and ANG 6930.
Gender, Religion and Human Rights--The intersection of gender and religion remains a complex issue in the
context of human rights and international development. Human rights activists and feminists tend to present ANT 3930 Ostebo 25% F 3 X religion as an anti-thesis to women’s rights and gender equality and often accuse religious authorities of holding conservative views of female sexuality and for preserving religiously inspired principles hostile to women’s rights.
Introduction to Haitian Vodou--Explores the structure, content, language, history, rituals, practices, beliefs, ANT 3930 origins, temples, songs, rhythms, art, mythology, literature, philosophy, and culture of Vodou in Haiti, the Hebblethwaite 75% S 3 X Americas, and Africa. Cross-listed with HAI 3930, REL 3938, and LAS 3930.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
Human Rights and Culture--This course provides an introduction to the study of human rights and culture. In addition to a general introduction to human rights theory and practice, the course provides an overview of anthropology’s engagement with human rights. It critically explores key human rights concepts and study texts ANT 4006 Ostebo 25% F 3 35 X X that reflect the dominant theoretical discussions within the field, such as e.g. the relationship between universalism and relativism, individual vs. communal rights, and the origins of human rights. It also scrutinizes challenges related to the implementation of globally formulated human rights ideas into culturally diverse localities.
Principles of Archaeology--This course is largely about the methods of archaeological practice, including both the means by which observations about the world are collected and organized, and how archaeologists recognize ANT 4114 Gillespie 25% S 3 11 and interpret patterning in such observations. This course also is about the decisions archaeologists make to garner knowledge about people from the material traces of their existence. Global Humankind--Advanced analysis of experiences and strategies for tackling classic dilemmas of the human condition in interconnected cultural works. Examination of how basic lifestyle decisions and actions are ANT 4213 Burgen; Berces 25% S 3 69 X X experienced locally and their global consequences. Anthropological theories and concepts are discussed in tandem with case studies from around the world. Peoples of Brazil--This course takes a fresh look at the peoples of Brazil by exploring the history, culture, and contemporary issues facing Latin America’s richest and most populous nation and site of the 2101 Earth Summit, ANT 4336 Resende 100% F 3 X X the 2014 FIFA World Cup, and the 2016 Olympiad. Supported with Title VI Course Development/Enhancement grant. Cross-listed with ANG 5336, LAS 4935, and LAS 6938. Environment and Cultural Behavior--The interaction of people and their environment as mediated by cultural ANT 4403 institutions. Levels of socioeconomic adaptation in hunting and gathering, pastoral, and agricultural societies. Tucker 25% S 3 23 Warfare and ritual as ecological mechanisms. Violence & Crime in Latin America--An examination of the historical, social, political, cultural, and economic ANT 4930 aspects of violence and crime in present-day Latin America. Cross-listed with ANG 6930, LAS 4935, and LAS Hanson 100% F 3 X 6938. Roads and Road Publics--This course examines roads and road-building, and will weigh the distinctive features ANT 4930 and shared traits of different kinds of roads with attention to how through them place, time, and space appear to Kernaghan 25% S 3 2 coalesce. Cross-listed as ANT 4930. Feminist Anthropology--This seminar offers an introduction to feminist anthropology. It explores the historical developments of feminist anthropology and the transformations and expansions that characterizes feminist ANT 4930 anthropology in the twenty-first century. Particular emphasis is given to how feminist anthropology, both Ostebo 25% F 3 1 X theoretically and methodologically have challenged and contributed to the wider field of anthropology. Cross- listed with ANG 6930. Problem Caribbean Prehistory--Theories and methods for study of prehistoric human societies. Case studies ANT 4930 Keegan 100% S 3 4 drawn primarily from Caribbean islands. Cross-listed with ANG 6161. Indigenous People of Brazil--This course is a survey course of the indigenous peoples of Brazil, including case material from archaeological, historical and ethnographic studies. The class considers the history and diversity of ANT 4930 Heckenberger 100% F 3 X indigenous peoples, particularly in the Amazon region, and their place in the contemporary world, including the unique challenges they face. Cross-listed with ANG 6930. Global Cultural Heritage Management--This course provides an international perspective on Cultural Heritage Management, with a focus upon the Developing World. The management of the Developing World’s cultural heritage, including indigenous and minority peoples living in Developed Countries, has reached a critical stage. ANT 4930 Brandt 25% F 3 X Political and social conflicts, massive development projects, governmental complacency, ignorance, corruption and lack of funding, substantial tourism growth, and other factors have all seriously impacted the Developing World’s ability to maintain, conserve and protect its cultural heritage.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
Coffee Culture, Production and Markets--Coffee is an integral part of life for producers and consumers around the world, and it is the world’s second most valuable commodity produced by developing countries (in terms of ANT 4930 total trade dollars). This course will consider the diverse expressions and ramifications of “coffee culture,” from Tucker 50% S 3 9 the farmers who see it as their life, to the buyers and traders who know it as a living, to the drinkers who can’t imagine life without cups of java. Cross-listed with ANG 6930, LAS 4935, and LAS 6938.
People of Mexico & Central America--This survey course will cover the past and present of indigenous peoples of Mexico and Central America, including examination of cultural expression, the enduring impacts of ANT 4930 Tucker 100% F 3 X colonialism, human-environment interactions, indigenous-state relations and indigenous social movements. Cross- listed with LAS 4935. The Tropics and Tropical Cultures--This course takes a critical look at the anthropology of three major tropical regions, the Pacific, Africa and the Amazon. It provides a brief survey of cultures in these areas, paying particular attention to how tropical forest and tropical island peoples have been portrayed in Western characterizations. It ANT 4930 Heckenberger 33% F 3 X critically evaluates the characterization of tropical peoples as primitive, environmentally limited, and generally backwards, in comparison to the cultures of temperate and sub-tropical regions, a viewpoint that has been characterized as “tropicality.” South American Archeology--The objective of this course is to create a baseline of knowledge on the Oyuela- ANT 4930 100% F 3 X archaeological heritage found in South America. Cross-listed with ANG 6186. Caycedo Architecture Sustainable Urbanism--The course evaluates the state of the art in Sustainable Urbanism, and demand students' ARC 4930 full involvement in expanding the meaning of this evolving subject. Students will develop a conceptual understanding of sustainable urbanism inclusive of the multiple dimensions and research, competently review Kohen 25% F 3 9 X relevant worldwide literature and case studies; and demonstrate cultural and global literacy regarding the understanding of sustainability. Cross-listed with ARC 6911.
Archigenesis of Amphibious Typologies--The Seminar (a meeting for research and discussion) will study the
precedents of the coexistence of human settlements with coastal and tidal environments. the Seminar will select ARC 4930 Kohen 50% S 3 2 successful proposals from around the world and study its adaptability to our local Florida environments. Case studies will include Gulf of Mexico and Atlantic Seaboard communities. Cross-listed with ARC 6911.
Cuba, Architectural Modernism, 1930-1969-- This seminar examines Cuba's important contribution to modern architecture. Using this focused subject, the students are expected to revise important moments in the general ARC 6357 history of modern architecture to which they have been exposed in other courses. The seminar has a broad scope Pérez-Méndez 100% F 3 X X so that students interested in the history of twentieth century modern architecture, and students interested in Latin America and Cuba can be engaged in fruitful discussion.
Archigenesis of Amphibious Typologies--The Seminar (a meeting for research and discussion) will study the
precedents of the coexistence of human settlements with coastal and tidal environments. the Seminar will select ARC 6911 Kohen 50% S 3 5 successful proposals from around the world and study its adaptability to our local Florida environments. Case studies will include Gulf of Mexico and Atlantic Seaboard communities. Cross-listed with ARC 4930.
Sustainable Urbanism--The course evaluates the state of the art in Sustainable Urbanism, and demand students' ARC 6911 full involvement in expanding the meaning of this evolving subject. Students will develop a conceptual understanding of sustainable urbanism inclusive of the multiple dimensions and research, competently review Kohen 25% F 3 X relevant worldwide literature and case studies; and demonstrate cultural and global literacy regarding the understanding of sustainability. Cross-listed with ARC 4930. Art and Art History
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Art Appreciation- American Diversity and Global Arts-- This course is an introduction to the visual arts from a global perspective with an emphasis on diversity in the United States. Students will be challenged to analyze visual cultures and built environments from multiple perspectives, using key themes, principles and terminology in ARC 2000 the discipline of art history. Traditional differences among world cultures will be applied to current populations in Various 25% F, S, Su 3 1681 X X order to recognize how social roles and status affect diverse groups in the United States. To this end, we will analyze art objects and monuments from around the world within their historical, social, economic and religious contexts.
Non-Western Art History--Survey of Non-Western Art History offers a visual encounter with the cultural and
historical heritage of selected Non-Western societies from ancient times to the present. Nonwestern cultures are ARH 2500 Laughlin 25% F 3 35 X X those that early on were considered to have initially developed outside the realm of Western culture and include Africa, Pacific, Asia and cultures of the Americas (Pre-Conquest and Native American)
Intro to Latin American Art--Introduces the art and architecture of Pre-Columbian, colonial, and modern Latin Stanfield- ARH 2930 America. Examines the way the field of Latin American art has developed and how scholars approach this art. 100% F 3 X X Mazzi Includes museum and site visits. Global Baroque Art--Studies Baroque and Rococo art from a global perspective, considering how and why the Stanfield- ARH 3347 style appeared in so many regions (even those with no Roman and/or Renaissance heritage) and what its distinct 25% F 3 X Mazzi meanings were. Also examines the origins of the concepts of the Baroque and Rococo. Mesoamerican Art--Art and architecture of pre-Columbian civilizations of Mexico and the Maya area from 3000 Stanfield- ARH 3653 100% F 3 X B.C. until the Spanish Conquest in A.D. 1521. Cross-listed with ARH 6918. Mazzi Mid 20th Century Art--This lecture course addresses key artistic practices and movements in the United States, ARH 4453 Cabañas 25% F 3 30 X X Europe and Latin America from the 1940s to the 1960s. Late 20th Century Art--This lecture course addresses key artistic practices and movements from the mid-1960s ARH 4471 Cabañas 25% S, SU 3 27 X X to the 1990s. Cases from Cuba, Venezuela, and Brazil. Indigenous Arts of the Colonial Americas--Colonial Americas Christian scenes made with hummingbird feathers. Carved wooden cups for drinking corn beer. Armorial tapestries made out of brightly-dyed alpaca wool. All of these are examples of art forms that flourished during the colonial Americas, growing out of native Stanfield- ARH 4930 traditions while responding to the imposition of foreign (Spanish, Portuguese, or English) rule and religion. This 75% S 3 19 X X Mazzi class will consider a variety of native arts from North, South, and Central America that do not fit neatly into the European categories of Renaissance and Baroque but are unique, and often anticolonial, responses to their time and place.
Imaginary Leaps: Latin American Art and Cinema about Immigration--This course considers how visual ARH 4930 artists and filmmakers from Latin America interpret the experience of migration to the United States. It studies Fusco 100% S 3 X works from Cuba, Mexico, Guatemala, Colombia and Brazil. Cross-listed with LAS 4935 and LAS 6938.
Modern & Contemporary Art in the Americas--This course focuses on artistic practices of the twentieth ARH 4930 Cabañas 50% F, S 3 50 century in the United States and Latin America. Contemporary Art- Global--Where and when does art as therapy converge with art as modern or contemporary? ARH 6481 This seminar aims to approach this question from the 1960s to today from an interdisciplinary and international Cabañas 25% F 3 8 X perspective.
Colonial Latin American Art--From the vantage point of Latin America, this course has two goals: (1) to Stanfield- ARH 6666 approach some non-western ways of knowing and visualizing nature, and (2) to consider the implications of 100% F 3 X X Mazzi Europeans’ coming into direct contact with Latin American nature and confronting native ways of knowing nature.
Mesoamerican Art--Art and architecture of pre-Columbian civilizations of Mexico and the Maya area from 3000 Stanfield- ARH 6918 100% F 3 X B.C. until the Spanish Conquest in A.D. 1521. Cross-listed with ARH 3653. Mazzi ARC 6930 Art Global Diversity-- Visual arts from a global perspective. Brekka 25% F 3 30
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Biology Introductory Botany--This course gives appreciation of the beauty in the forms and functions of plants from BOT 2010 molecular to global levels. This appreciation will derive from understanding more about plant anatomy, Putz 25% F 3 46 X X physiology, genetics, life cycles, evolution, and ecology.
Tropical Conservation--Since this group started meeting weekly in 2008, the focus has broadened from an initial emphasis on REDD+ (reductions in greenhouse gas emissions from deforestation and forest degradation while enhancing carbon stocks through improved management) to include consideration of other types of conservation BOT 6935 Putz 25% S 1-2 3 X X interventions. This semester the group will continue to follow REDD+ and in general the Paris outcomes, but will also pay attention to socio-economic and policy environmental landscapes that could foster mitigation and adaptation to the inevitable changes in global climates as well as to other efforts at conservation.
Building Construction
International Sustainable Development--An overview of international trends in reducing the environmental BCN 1582 Various 25% F, S, Su 3 431 1 X X impacts of land development and construction. Surveys best practices in a dozen countries around the world. Civil and Coastal Engineering Physical Oceanography--Structure of ocean basins; physical and chemical properties of sea water; basic physical OCP 6050 Valle-Levinson 25% S 3 5 X X laws used in oceanography; ocean current; thermohaline effects; numerical models; heat budget. Economics
International Trade--Course studies current issues in international trade, comparative advantage, scale ECO 3704 Various 25% F, S 4 83 X X economics, the economics of tariff and non-tariff barriers, international factor movements and multinational firms. International Macroeconomics-- The course adopts a highly international perspective, considering the ECO 3713 international linkages arising from capital & trade flows as well as a comparison of macroeconomic policies and Waldo 25% F, S 4 124 X X performance across countries. Cross-listed with ECO 6716. International Macroeconomics-- The course adopts a highly international perspective, considering the ECO 6716 international linkages arising from capital & trade flows as well as a comparison of macroeconomic policies and Waldo 25% F, S 4 85 X X performance across countries. Cross-listed with ECO 3713. Theory of International Trade--Historical and economic background of foreign trade; theory of international ECO 7706 trade; fundamentals of international exchange; international commercial policies and international trade; exchange Dinopoulos 25% F 3 X X fluctuations and their control; international monetary institutions.
International Economic Relations--This course is an introduction to empirical international trade on the graduate
level. It introduces students to empirical facts and data related to trade, international prices, and firms. The course ECO 7707 Heins 25% S 3 X X covers models and techniques that allow researchers to bring trade theory to the data and to evaluate trade policies quantitatively. The final goal is to become familiar with the recent literature in the field.
Economic Development--Problems and policies of modernization related to economic change and growth in the ECS 4013 third world. Empirical and theoretical case studies. Area study and formulation of development projects and Peluffo 25% S 4 X X programs. Education - Teaching and Learning
Global Studies for Educators--As the world becomes increasingly interconnected, global education is crucial to prepare students with knowledge and critical thinking skills to navigate our complex world. Global education aims EDG 4930 to infuse regional content across disciplines to enable students to analyze information from diverse perspectives as Risner; Kumar 33% Su 3 X X X we seek solutions to resolve issues that affect humanity at the local and global levels. Online course cross-listed with AFS 4935 and LAS 4935. Course developed with Title VI funds.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Social Studies for Diverse Learners--Throughout the social studies methods course, students learn how to use the tools of inquiry as a teacher in a social studies classroom populated with a wide spectrum of different learners. ESE 4312 Inquiry is a “questioning” stance that good teachers assume as professionals who plan for, carry out, and study the Staff 25% F 3 X impact of their instruction. The course uses a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction. ESE 6939 Global Studies Methods in Social Studies-- This course is designed to provide pre-service middle and secondary
social studies teachers with a comprehensive overview of standards-based global issues appropriate for study in Staff 25% F 3 9 grade 6-12 social studies classes. This class also focuses on effective techniques for planning, implementing, and assessing teacher-directed and teacher-facilitated global education learning experiences.
Cross-Cultural Communication for Teachers--Explores issues of culture and communication as well as the Coady, FLE 6167 25% F, Su 3 26 X social realities that impact students in educational settings. Vecchio ESOL Foundations: Language and Culture in Elementary Classroom--This course examines issues of language and culture that are relevant for elementary learners of English as a Second Language (ESL). The course TSL 3520 provides an introduction to the structure of language and to principles and processes of first and second language Various 25% F, S 3 142 X X development in young learners. The role of the native language and culture and their influence on learning for language minority students is a major focus of the course. ESOL Strategies for Content Area Teachers--Overview of the issues relevant to ESOL learners and develops TSL 4324 Coady 25% F, Su 3 59 X X the skills to teach ESOL students in content area classes. English
Modernism in the Americas--This course investigates the period of American “modernism” and the related process of “modernity,” as they are deployed in literary criticism and cultural studies. While this course is, in part, meant to acquaint students with modernist American literature, we will also complicate the history of modernism by examining texts not only from the American canon of white (largely male) authors, but also texts from Canada, AML 2410 Murray 50% F 3 7 the Caribbean, South America, texts by indigenous authors, and transnational productions. By broadening the field of “American modernism” we will investigate patterns and transnational influences as they appear in a range of issues—from nationalism, imperialism, racism, gender, economics, politics, institutionalization, and high vs. mass culture—and demonstrate the relational nature of modernist aesthetics and its socio-political dimensions.
Contemporary Latin/x Fictions--In this course, participants will be reading twenty-first century U.S. Latina and Chicana authors (2000-2017), both bestsellers as well as less well-known writers; we will investigate popular Latina/Chicana genres as well as queer Latin/x literature, Latina detective and “street” novels. With all these AML 4685 novels, we will also be doing some reading in critical and theoretical Latino/a and Chicana/o Studies; in doing so, Hedrick 50% F 3 X we will examine the ways assumptions—esthetic, social, political, and market-driven—about U.S. Latina/o/x groups and their ethnicity, race, sexuality and gender have changed (and in some ways remained the same) since the turn of the century.
Brazilian Cinema--This course examines Brazil’s contributions to world cinema with a focus on contemporary ENG 4135 films and their roots in Brazil’s social reality, including issues of race, violence, poverty and social disparities in a Ginway 100% F 3 X variety of film genres, from Cinema Novo to the New Brazilian Cinema and beyond. Cross-listed with PRT 3391.
Honors Seminar/Migration and Mobility: Caribbean Literature--This course examines the relationship between this history and modern Caribbean literature. How have and how do migrations affect literary representations of the Caribbean subject? The course was designed in collaboration with Professor Evelyn Rosenberg; ENG 4936 100% F 3 X O’Callaghan at the University of the West Indies (UWI), in Barbados, and students at UF and at UWI collaborate Taylor; Huet through digital projects and teleconferencing. Cross-listed with LITS 3501 (University of West Indies, Cave Hill, Barbados, UWI). World Literature: 17th Century to Modern--Introduces some of the major writers, issues and forms found in LIT 2120 Various 25% F, S 3 28 X X history of the period. PR/Award # P015A180146 Page e212 University of Florida | Course List C12 Appendix C UF Latin American Studies
Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Black Women, Literature, and Travel--This course analyzes tropes of travel and travel metaphors in Black women’s literature and literary criticism. Students will critically engage a range of literary representations of traveling Black women—including enslaved women “traveling” to freedom, Blues women performers, Great LIT 3383 Migration migrants, tourists and first-generation Caribbean Americans returning to the Caribbean region. Through Gill-Sadler 50% Su 3 28 X X interrogating these texts, students will consider the ways in which Black women’s literature reveals the gendered and racialized contours of travel—thus challenging the idea that travel (and mobility writ large) is inherently liberatory.
Imagine Climate, Seeing the Anthropocene--This course focuses on visual imaginaries of the late Anthropocene. Students will read contemporary graphic fiction and — nonfiction on the subject of global climate change and ecological crisis and watch films. The principal model for the work of bearing witness and renewed insight will be a landmark art exhibition at UF’s Harn Museum of Art, “The World to Come” (September 18, 2018 – January 6, LIT 3400 Harpold 25% F 3 X 2019). The exhibition, which features works by more than 45 contemporary international visual artists, will challenge us to discard assumptions about human privilege and mastery of nature, to rethink the bond of humans to non-human life, and to locate an openness and sense of wonder that may lead to critical reflection, shared responsibility, and the possibility of a *planetary* humanism.
Caribbean Literature: Money, and the Making of Modern Caribbean Literature--This interdisciplinary introduction to digital humanities and the use of historical research in literary analysis examines two often overlooked labor migrations that profoundly influenced the shape and timing of the emergence of modern LIT 4192 Rosenberg 100% F 3 X Caribbean literary culture: The immigration of Chinese and Indian indentured laborers into the French, Dutch, and British West Indies between 1838 and 1917, and the emigration and return of the Afro-Caribbean workers who went to Panama to build the canal between 1904–1914. Postcolonial Literature, Culture, Theory--In this course, we will read and discuss several important books and LIT 4233 key essays that address aspects of the colonial and postcolonial experience in Mexico, Central & South America, Sánchez 75% F, S 3 61 X the Caribbean, and the United States.
Black Englishes--The aim of this course is to present students with varieties of Englishes spoken by Blacks in Africa, the Caribbean, and the United States. Students will learn about the structure of these varieties as well as the social histories which underpin them. They will be made to appreciate difficulties in using terms like dialect LIT 4930 versus language to describe these varieties. Further, they will watch movies and interact with native speakers of Essegbey 25% F 3 9 X these varieties with a view to identifying features that set them apart. Students will also be introduced to such concepts like “pidgins” and “creoles”. Students will also learn to distinguish between “broken English” and Pidgin or Creole English. Cross-listed with AFA 4931, SSA 4930, and LING 4930. Entomology and Nematology Global Agroecosystems--Focuses on the principles of agroecology and presentation of topics that integrate ALS 4154 ecological with agricultural principles to optimize resource conservation, productivity, societal benefit, and Various 25% F 3 5 profitability. Cross-listed with ALS 5155. Consequences of Biological Invasions--Non-native species invasions and environmental effects of these ALS 4162 invaders. Students will develop analytical capabilities to assess the consequences of biological invasions. Cross- Cuda 25% S 3 121 X X listed with ALS 6935. Global Agroecosystems--Focuses on the principles of agroecology and presentation of topics that integrate ALS 5155 ecological with agricultural principles to optimize resource conservation, productivity, societal benefit, and Various 25% F 3 6 profitability. Cross-listed with ALS 4162. Topics in Biological Invasions-- Non-native species invasions and environmental effects of these invaders. ALS 6935 Cuda 25% S 3 1 X X Students will develop analytical capabilities to assess the consequences of biological invasions.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
Tropical Entomology-- This course provides the student an overview of the ecology, diversity, and agricultural
and veterinary importance of insects in the tropics. Insects are the most diverse multicellular organisms in the ENY 3563 Various 50% Su 3 10 X tropics. Tropical insects are used as bio indicators of ecosystem health and conservation needs, in butterfly farming, live material in insect zoos, and models in literature, art, and sculpture. Cross-listed with ENY 5566.
Tropical Entomology-- This course provides the student an overview of the ecology, diversity, and agricultural
and veterinary importance of insects in the tropics. Insects are the most diverse multicellular organisms in the ENY 5566 Various 50% Su 3 1 X tropics. Tropical insects are used as bio indicators of ecosystem health and conservation needs, in butterfly farming, live material in insect zoos, and models in literature, art, and sculpture. Cross-listed with ENY 3563. Environmental Engineering Sciences Waste Management in Developing Countries--This new course will focus on how communities and organizations in developing countries design and develop solid waste programs and practices that can properly ENV 4932 Townsend 25% F 3 X manage solid waste and empower local communities. The course will study topics such as recycling, composting, landfills, marine debris and human health as it relates to solid waste. Finance, Insurance and Real Estate
International Entrepreneurship--This course deals with the international entrepreneurship from the perspective
of the firm and entrepreneurial managers operating in an international environment. International entrepreneurship ENT 6930 Kraft 25% S, Su 2 1 21 X X is the intersection of entrepreneurship, international business, and strategy. The objective of the course is to provide students with a fundamental knowledge of the theory and application of global entrepreneurship.
International Finance--An introduction to international finance, including foreign exchange markets, FIN 6638 Naranjo 25% F, S, Su 2 71 86 X X international capital markets, international investing, and international trade and risk management issues.
Emerging Markets Finance: Part I Introduces the essential elements of investing and finance in the emerging FIN 6575 Gendreau 50% F, S 2 23 46 X X markets, including insights into key macroeconomic policy issues that affect the emerging markets.
International Business--Exploration of major characteristics, motivations, interactions, and structural realities of GEB 3373 Phalin 25% F, S 4 1104 23 X X international economics via functional areas of business. Fundamentals of International Business--Complexities of extending the market to more than a single GEB 6366 nation/state. Impact on multinational corporation of different cultures and languages, multiple legal systems, Clarke 25% F, S, Su 2 47 57 X X national and global capital markets, foreign exchange, and political issues. Food and Resource Economics Agricultural and Natural Resource Ethics--Examines the political, economic, environmental and ethical value AEB 4126 Burkhardt 25% F, S 3 81 X X issues involved in agricultural practices and policies, including agricultural research. International Trade Policy--Examines effects of various trade policies on domestic and international prices, AEB 4242 Burkhardt 25% F, S 3 128 X X consumption, production, trade and government revenues as related to the agricultural sector.
International Humanitarian Assistance--Emergency assistance to developing countries to minimize losses and Valderrama; AEB 4282 25% F, S 3 89 X X affect recovery. Includes legal/ethical bases, program designs promoting recovery, and cultural issues. Thapa
International Development Policy--How factors such as poverty, population, technology, resources, trade and the Thapa; AEB 4283 25% F, S 3 89 X X environment affect man's effort to develop. Mcarthur International Agricultural Markets Problems, issues, regulations, policies, and procedures unique to the global Sterns; AEB 4343 agribusiness marketing of perishable and storable agricultural commodities and food products. Cross-listed with 25% F, S 3 43 X X Farnsworth AEB 6675. International Agricultural Trade Examines the economic forces associated with trade in food and agricultural Kropp; AEB 4673 products between the U.S. and other countries. Applies economics principles and analytical techniques to 25% S 3 27 X X Schmitz international agricultural trade and multi-national markets.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
International Agribusiness Marketing Discusses policies and strategies involved in international marketing with Sterns; AEB 6675 25% F, S 3 2 10 X X emphasis on perishable and storable agricultural commodities and food products. Cross-listed with AEB 4343. Farnsworth Economic Development in Latin America An exploration of the forces that have shaped economic and AEB 6933 Useche 100% F, S 3 1 X X agricultural development in Latin America. Cross-listed with LAS 6938. Forest Resources and Conservation Global and Regional Perspectives in Fisheries Fish Biology, Ecology and Habitats-- The course is relevant to fisheries on both a global and regional (Florida) scale. Follows the fisheries occurring from cold mountain rivers to FAS 2024 Murie 25% S 3 32 X X the depths of the oceans, with special topics (e.g., artificial reefs, fisheries bycatch and aquaculture). Intended for non-science and science majors. Forests for the Future--Examination of current environmental issues that impact individual, community, and FOR 2662 Various 25% F, S 3 105 X X institutional decisions about forest resources. Case studies from Latin America (Haiti). Global Forests--An analysis of the current status and trends of forest resource use and conservation on a global FOR 4060 Kainer 25% F, S 3 15 X X scale.
UF in Belize- Field Methods in Ecology in the Tropics--In these co-taught courses, students will actively
experience field techniques used by researchers to examine terrestrial natural resource ecology and conservation in Andreu; FOR 4905 100% Su 3 2 X X the tropics, with Belize as a case study. A combination of lectures, readings, discussions, labs, field trips, and a Giuliano research project will provide hand-on, practical experience. Cross-listed with WIS 4905 and FOR 6905.
--In these co-taught courses, students will actively UF in Belize- Field Methods in Conservation in the Tropics experience field techniques used by researchers to examine terrestrial natural resource ecology and conservation in Mattes; FOR 4905 100% Su 2 2 X X the tropics, with Belize as a case study. A combination of lectures, readings, discussions, labs, field trips, and a Giuliano research project will provide hand-on, practical experience. Cross-listed with WIS 4905 and FOR 6905.
UF in Belize- Field Methods in Ecology in the Tropics--In these co-taught courses, students will actively
experience field techniques used by researchers to examine terrestrial natural resource ecology and conservation in Mattes; FOR 6905 100% Su 3 X X the tropics, with Belize as a case study. A combination of lectures, readings, discussions, labs, field trips, and a Giuliano research project will provide hand-on, practical experience. Cross-listed with WIS 4905 and FOR 4905.
UF in Belize- Field Methods in Conservation in the Tropics--In these co-taught courses, students will actively
experience field techniques used by researchers to examine terrestrial natural resource ecology and conservation in Mattes; FOR 6905 100% Su 2 X X the tropics, with Belize as a case study. A combination of lectures, readings, discussions, labs, field trips, and a Giuliano research project will provide hand-on, practical experience. Cross-listed with WIS 4905 and FOR 4905.
Tropical Forestry--Promise and pitfalls of production-oriented management as a conservation strategy for
naturally regenerated tropical forests. Ecological constraints to sustainable forest management in the tropics; FOR 6170 Bohlman 50% S 3 10 X X strategies, tools, and techniques for large- and small-scale management of old growth and secondary tropical forests for timber and non-timber forest products and services; future of forests and forestry in tropical landscapes.
Community Forest Management--This graduate course weighs the evidence to date of how well communities conserve their forests, and examines how researchers and practitioners (including graduate students) have collaborated with them in these efforts. It explores the conceptual underpinnings, efficacy, and practice of this FOR 6628 growing trend in global forest management. It is designed for students to think critically about the mutli-scale, Kainer 100% F 3 1 6 X X contextual factors that influence conservation and livelihood outcomes. Conservation and development tradeoffs, complementarities and limitations of community forest management will be highlighted. Cross-listed with LAS 6290. Geography
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Geography of Changing World--This class will introduce you to the geography of the major world regions, GEA 1000 divided approximately into the western and eastern hemispheres. The physical characteristics, cultural context, Various 25% F, S 3 65 X X and current issues will be the framework within which the region is investigated. Geography of Latin America--This course is a regional course designed to acquaint students with the physical and human geography of Latin America. It is a general introduction to Latin American environments and peoples GEA 3405 from a geographic perspective. No prerequisites are required and effort is made to make the material accessible to Simmons 100% F, Su 3 72 X X X a broad range of students. Supported with Title VI funds.
Amazonia--The course is designed to give the student a fuller understanding of both the biophysical setting and GEA 4465 Carrara 100% S 3 X X the social processes of the Amazon basin, particularly focusing on critical issues of conservation and development.
Physical Geography--This is a study of some of the basic elements of the physical world in which climates, GEO 2200 Various 25% S, Su 3 253 X X meteorology, and landforms are examined in terms of their natural occurrences, distribution and interrelationships.
Global and Regional Economies--Highlights contemporary perspectives, themes and research in economic GEO 2500 geography, focusing on issues and problems associated with regional and global economic and demographic Various 25% F, S 3 82 1 X X change.
Climatology Genesis of Regional Climates and Their Global Distribution--Emphasis on world regional GEO 3250 Matyas 25% S 3 22 X X climatology. Secondary topics include applied climatology and climate change. Cross-listed with GEO 6255.
Peoples and Plagues--Introduces emerging infectious diseases (EIDs) in the context of previous outbreaks, focusing on geography, origin, and management response. Explores basic models of infectious diseases processes, GEO 3454 Ryan 25% S 3 22 X X transmission cycled, and life-histories of host-vector systems, and the ecological and landscape conditions that favor emergence.
Environmental Catastrophes, Tipping Points, and Challenges Global Warming, Extinction Crises, Ocean GEO 4938 Acidification--The newspapers and magazines are full of environmental doomsday prophecies, and this course will Walker 50% S 3 2 X X help you make sense of what’s happening to our planet. Cross-listed with GEO 6938 and LAS 6938.
Geography Colloquium--Presentation and discussion of contemporary geographic research. Case studies from GEO 5920 Ryan 25% F, S 1 42 X X Latin America. Contemporary Geographic Thought and Research--Summary of major currents of intellectual thought and GEO 6118 Simmons 25% F 3 10 X X research orientations in contemporary geography.
Climatology Genesis of Regional Climates and Their Global Distribution--Emphasis on world regional GEO 6255 Matyas 25% S 3 4 X X climatology. Secondary topics include applied climatology and climate change. Cross-listed with GEO 3250.
Wildlife Economics and Governance-- The course discusses human-environmental interactions through a framework of governance, economics and applied management. Its focus is devising sustainable livelihood strategies for people and communities living in marginal lands – mainly through the use of wild life in the form of GEO 6938 Child 50% F 3 6 X forests, drylands, wildlife and fisheries. The course is designed for the natural resources/skills “pillar” in the Masters in Sustainable Development Practice, the interdisciplinary requirement for core course in TCD, and as a course in natural resource policy. Cross-listed with AFS 6905.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
Spatial Econometrics and Modeling--This course addresses spatial statistical models, from both theoretical and empirical perspectives. It shows students how to assess the presence of spatial autocorrelation in their data, and how to specify appropriate regression models that produce reliable results when spatial autocorrelation is present. GEO 6938 As a consequence, students learn to implement a variety of spatial models, developed by econometricians and Walker 50% F 3 X X spatial analysts in geography. Spatial lag and spatial error models are addressed, as are situations with complex autocorrelation patterns affecting independent variables, and error terms and dependent variables simultaneously. Cross-listed with LAS 4935 and LAS 6938.
Hurricanes--This course is designed to be a capstone course that utilizes concepts that you have learned in other weather related courses. We will cover both meteorological and climatological concepts related to tropical cyclones MET 4532 Matyas 50% F 3 15 3 X (TCs), and there will be computer-related work with current forecasts, models, and data. Cross-listed with MET 6530. Hurricanes--This course is designed to be a capstone course that utilizes concepts that you have learned in other weather related courses. We will cover both meteorological and climatological concepts related to tropical cyclones MET 6530 Matyas 50% F 3 15 3 X (TCs), and there will be computer-related work with current forecasts, models, and data. Cross-listed with MET 4532. Geological Sciences Limnology--This course examines physical, chemical, and biological aspects of inland waters, with a focus on GLY 4930 Brenner 25% S 3 1 2 X X tropical and subtropical lakes, rivers, and springs. Cross-listed with PCB 5307. Tropical Ecology- Yucatan--The combined courses, “Tropical Ecology” (3 credits) and “Humans and the Environment of the Yucatan Peninsula” (2 credits) present an overview of the ecology of the Yucatan Peninsula GLY 4930 and focus on long-term interactions between humans and the environment in the region. Classes are taught in Brenner 100% Su 3 15 X X English by faculty members from University of Florida and the Department of Veterinary Medicine and Animal Science at the Autonomous University of Yucatan (UADY).
Humans and the Environment of the Yucatan Peninsula- Yucatan--The combined courses, “Tropical Ecology” (3 credits) and “Humans and the Environment of the Yucatan Peninsula” (2 credits) present an overview of the GLY 4930 ecology of the Yucatan Peninsula and focus on long-term interactions between humans and the environment in the Brenner 100% Su 2 15 X X region. Classes are taught in English by faculty members from University of Florida and the Department of Veterinary Medicine and Animal Science at the Autonomous University of Yucatan (UADY).
Global Climate Change--Evolution of the Earth’s climate through geologic time, including discussion of modern GLY 6075 Martin 25% F 3 7 X climatology and methods of paleoclimate interpretations.
Global Geodynamics--This course will be concerned with the dynamics of the solid Earth system and how its different constituents (crust, lithosphere, mantle and core) interact with each other and evolve over geologic time. A particular focus will be on the dynamics of the Earth’s interior and its impact on the global evolution of our GLY 6932 Forte 25% F 3 7 X X planet. We will therefore study the most important process: namely thermal convection, which is effectively the internal “heat engine" of our planet. An understanding of how this internal engine works is essential to understanding the thermal and chemical evolution of the planet since it formed 4.5 billion years ago.
Biological Invaders--An introduction to biological invasions including plants, animals, and microbes. Biology PCB 2441 and ecology of invasive species and traits of invaded ecosystems. Role of humans in invasions, impacts of Flory 25% F 3 34 X invasions on communities and ecosystems, management of invaded natural areas. Haitian Creole Beginning Haitian Creole I--This course and its sequel, HAI 1131, constitute the basic sequence for the Barzen; HAI 1130 development of overall skills in the language. Conversational approach, with essentials of grammar. Supported 100% F, S 5 20 2 X X X Duvalsaint with Title VI funds.
HAI 1131 Beginning Haitian Creole II--Second part of the basic Haitian Creole sequence. Supported with Title VI funds. Cenatus 100% F, S 5 16 3 X X X
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Intermediate Haitian Creole I--Concentrates on conversation, readings and introduction to Haitian culture HAI 2200 Cenatus 100% F 3 3 1 X X X through music and film. Supported with Title VI funds. Intermediate Haitian Creole II--Continued concentration on conversation with added emphasis on reading, as Cenatus; HAI 2201 100% S 3 1 X X X well as issues related to the Haitian way of living. Supported with Title VI funds. Duvalsaint Introduction to Haitian Vodou--Explores the structure, content, language, history, rituals, practices, beliefs, HAI 3930 origins, temples, songs, rhythms, art, mythology, literature, philosophy, and culture of Vodou in Haiti, the Hebblethwaite 75% F 3 X Americas, and Africa. Cross-listed with REL 3938, LAS 3930, and ANT 3930. Barzen; HAI 4905 Individual Work. Independent language study in Haitian Creole. Supported with Title VI funds. 100% S 3 1 X X X Duvalsaint Haitian Culture and Literature in Translation--Examines representations of Haiti and its culture through HAT 3503 Hebblethwaite 100% F 3 X Haitian literature, art, film, and music. Cross-listed with LAS 3930. Haitian Culture and Society--The objective of this class is to help develop your understanding of the Haitian HAT 3564 Barzen; Felima 100% F, S 3 10 X X Culture and Society. Introduction to Haitian Creole Linguistics--Examination of the major subfields of linguistics by means of the HAT 3700 Barzen 100% S 3 2 X X Haitian Creole language. Cross-listed with LIN 4930. Health Professions International Health Professions--Lecture, discussion and group assignments provide the opportunity to learn HSC 2000 about different disciplines making up a health care team and their role in both the science and practice of health Kerkhoff 25% F, S 3 264 X X care. History Latino History--In this course we will study the emergence of diverse Latina/o cultures within the United States in the past two centuries using the framework of the Latina/o Diaspora in the Americas. This class will address the AMH 3931 intersections of race, gender, socio-economic status and immigration. The class will also focus on contemporary Ortiz 50% S 3 28 X X issues affecting different cohorts of Latina/o Diaspora with a special focus on the themes of citizenship, education and labor.
Atlantic Slave Rebellion--During the nearly four centuries that African slavery endured in the Americas, enslaved
people escaped, committed acts of resistance large and small, and led dozens of major uprisings, the largest and AMH 4931 Sensbach 30% F 3 20 X most successful resulting in the independent republic of Haiti. This course will examine the frequency of, motivations for, and tactics behind rebellion as a window onto African-Atlantic resistance to slavery.
Introduction to Latin American History--An introduction to Latin American civilization, from the conquest to LAH 2020 Various 100% F, S 3 X X the present, emphasizing select topics in social, political and cultural history. Emergence of Latin American Nations--The last phase of the colonial regime, movement for independence, and Hamm; LAH 3100 100% F 3 28 X X problems of nation-building to the end of the 19th century. Needell Colonial Latin America--A survey of the formation of Spanish and Portuguese imperial systems and colonial Farnsworth; LAH 3130 100% F 3 25 X X societies in America in the 16th, 17th and 18th centuries. Chauca Tapia Contemporary Latin America--Survey of contemporary Latin America with emphasis on national histories of Needell; LAH 3300 100% S, Su 3 68 X X Brazil, Cuba, Mexico, and Peru. Chauca Tapia Intro to Caribbean History--This course introduces students to some of the main issues and debates in Caribbean history from the time of Columbus to the mid-twentieth century. Approximately equal attention is given to Spanish-, English-, and French-speaking regions, and to political, cultural, and economic developments. LAH 3470 No other part of the world has been shaped so completely as the Caribbean by the two institutions of European Geggus 100% S 3 30 X X colonialism and plantation slavery. They provide a unity, which otherwise is lacking in the region's highly fractured history and geography. Their rise and fall, and the role they played in shaping the contemporary Caribbean, constitute the dominant themes of this course.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Race, Religion and Revolution in the Black Caribbean--Explores the history of Jamaica, Haiti, the Dominican Republic and the Miskito Coast of Nicaragua. Explains the emergence of colonial and neo-colonial political LAH 3725 Guerra 100% S 3 32 X systems, the concept of race in relationship to slavery and global capitalism as well as the role of religion in revolutionary actions. Revolutions in the Americas--Historical analysis of the armed and unarmed revolutionary movements of 20th LAH 3741 Vrana 100% F 3 X century Latin America, from Mexico to Chile. The History of Cuba and Puerto Rico--The course provides a deep knowledge of the complex realities of Cuban LAH 3931 and Puerto Rican societies, helping to reveal how the past (especially slavery and imperialism) affected what Guerra 50% F 3 X was—and is—politically and economically possible to achieve in these countries. LAH 3931 Inquisitions--Historical analysis of the Inquisition process in Latin America and the Caribbean. Deardoff 100% F 3 X Empires, Nationalism and Revolution 1945-1994--This class shows how terms like “the third world,” “terrorism,” “liberal democracy,” and “free and fair elections” have a linked point of origin in the history of the end of colonialism and that of the Cold War: both emerged in specific historical conditions after World War II. This class argues, as does our main text, that it is a mistake to see East and West as opposites, formed in inevitable LAH 3931 conflict between free market democracies and state socialism; instead Soviet and US expansion in the decolonized White 25% F 3 world mirrored each other in both development projects and military might – the syllabus will follow the trajectory of military stalemate to military defeat, from the “loss” of China to the Korean war, the Cuban missile crisis, the war in Vietnam, the war in the Ogaden, to US involvement in Central America and the defeat of the Soviet Union in Afghanistan. Gender & Sexuality in Latin America--This course focuses on the experience of Latin American majorities, that is, the very groups of people whom modernizing elites have often seen as problematic members of their nations LAH 3931 and whom they have most wanted to "fix". These include not only people of African, indigenous or mixed descent, Guerra 100% F 3 X but specifically prostitutes, the urban poor, single women, workers, social activists and homosexuals. Cross-lited with LAH 5934 and IDH 3931.
History of Cuban Revolution--This class interrogates the accuracy of these two deeply inter-related arguments about the Cuban Revolution by asking and exploring answers to the following questions: How was the “millenarian” character of the Cuban Revolution rooted in the democratic political culture of the 1940s? How did the struggle against the dictatorship of Fulgencio Batista in the 1950s deepen Cubans’ longstanding belief in LAH 3931 Guerra 100% F, S 3 54 X martyrdom, messianism and Cuba’s unique role in the world? Why did the vast majority of Cubans—over 90% according to the US State Department—support Fidel Castro and his decision to “postpone” elections from 1959- 1960? To what degree did the unconditionality of so many citizens’ foundational support shape or even create the authoritarian system that was yet to come after 1961? Cross-listed with LAH 5934.
Culture, Empire, and Leisure in the Caribbean--Analyzes race, sexuality and the rooting of national and LAH 3931 personal identities in differing sources of political power among Spanish-speaking Caribbean nations and their US Guerra 100% S 3 5 X diasporas, especially those of Cuba, Puerto Rico and the Dominican Republic.
Intro to Haitian History--The History of Haiti: Slavery, Revolution, and Independence This class introduces LAH 3931 Geggus 100% S 3 5 students to the central themes in Haiti’s history from the colonial era to the late twentieth century.
Iberian Atlantic World--This course addresses the early modern Iberian Atlantic world, a milieu shaped by LAH 3931 Spanish and Portuguese expansion and the resulting complex interactions among European, African, and Farnsworth 100% S 3 X American peoples and environments, from the late fifteenth century to around 1750. Modern Mexico--Aftermath of independence and war with U.S., the Reform and Maximillian, Porfiriato, Mexican LAH 4433 Vrana 100% F 3 X Revolution and contemporary trends. Caribbean History to 1880--This course, which covers the development of colonization in the Caribbean until the end of the 18th century, is designed to give students an understanding of the making of the Caribbean and the role LAH 4471 Geggus 100% S 3 X of African slavery in its evolution. It begins with the Amerindian societies that welcomed Columbus and ends with the slave revolution that created Haiti. PR/Award # P015A180146 Page e219 University of Florida | Course List C19 Appendix C UF Latin American Studies
Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds History of Amazonia--Historical analysis of the Amazon. Need no previous knowledge of Latin American LAH 4602 Needell 100% S 3 X history; for those interested in the current issues confronting the region. Latin American Cold War--Looking especially at events and processes of the early 1970s through the 1990s, LAH 4930 students will examine multiple case studies, often considered iconic of the Latin American experience of the Cold Guerra 100% F 3 16 War, especially Chile, El Salvador, and Guatemala. Conflict and Rebellion in Mexico--The legacy of the Mexican Revolution in the early twentieth century continues to challenge and define Mexico to the present day, although it did not put an end to conflict and protest. This LAH 4930 Altman 100% S 3 16 course considers episodes of conflict in Mexican history, with class discussion focusing mainly on primary documents. Slavery in the Atlantic World--This seminar introduces students to the historiography of slavery in Latin LAH 4930 Geggus 100% S 3 X America.
History Research Seminar: Gender and Sexuality in Latin America--This course looks carefully at the honorific cultures of the colonial period as well as the role of gender in political struggles that such factors as LAH 4930 Spanish Catholicism, monasticism, African and indigenous resistance generated. It then turns to the Nineteenth Guerra 100% F 3 X Century’s transition to nationhood and discover how new ideologies such as Liberalism, modernity, and progress effected contradictory forms of liberation for women and men, especially in terms of class.
History of Cuban Revolution--This class interrogates the accuracy of these two deeply inter-related arguments about the Cuban Revolution by asking and exploring answers to the following questions: How was the “millenarian” character of the Cuban Revolution rooted in the democratic political culture of the 1940s? How did the struggle against the dictatorship of Fulgencio Batista in the 1950s deepen Cubans’ longstanding belief in LAH 5934 Guerra 100% F 3 1 martyrdom, messianism and Cuba’s unique role in the world? Why did the vast majority of Cubans—over 90% according to the US State Department—support Fidel Castro and his decision to “postpone” elections from 1959- 1960? To what degree did the unconditionality of so many citizens’ foundational support shape or even create the authoritarian system that was yet to come after 1961? Cross-listed with LAH 5934.
Conquest of Amazonia--This course is designed to offer a historical analysis of the Amazon region that will be a useful contribution to the established and increasing efforts to understand Amazonia at the University of Florida. It LAH 5934 Needell 100% S 3 X attempts something of a novelty in Amazonian studies, in that it will strive to link the tendencies and forces affecting the region to larger ones affecting the nations dividing the region today. Latin American Cold War--Looking especially at events and processes of the early 1970s through the 1990s, LAH 5934 students will examine multiple case studies, often considered iconic of the Latin American experience of the Cold Guerra 100% S 3 6 War, especially Chile, El Salvador, and Guatemala. Gender & Sexuality in Latin America--This course focuses on the experience of Latin American majorities, that is, the very groups of people whom modernizing elites have often seen as problematic members of their nations LAH 5934 and whom they have most wanted to "fix". These include not only people of African, indigenous or mixed descent, Guerra 100% F 3 X but specifically prostitutes, the urban poor, single women, workers, social activists and homosexuals. Cross-lited with LAH 3931 and IDH 3931. Colonial Spanish America-- The objective of the seminar is to become familiar with trends and topics in the history and historiography of early Spanish America. The field has grown rapidly in recent years, and earlier LAH 6934 Altman 100% F 3 9 pioneering work has not been superseded. Our approach will take into account the development of the scholarship and changing emphases in topics, sources and methodology. Seminar in Brazilian Historiography--This graduate seminar introduces the historiography concerning Brazil written in English. It is meant to give the student some sense of the established authors, the debates, and the LAH 6936 general contours of that part of the literature. Generally, at least up to the twentieth century, the seminar is Needell 100% F 3 X chronologically, rather than thematically, organized. It also follows the traditional emphases of the literature in its focus on socio-economic and political history.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Seminar in Modern Latin America--This course introduces students to the historiography and study of Latin LAH 6938 Vrana 100% F, S 3 X X America during the Modern period. World in 20th Century--Surveys major developments in the history of the twentieth century, focusing on the increasing world interconnections and interdependency. Themes include imperialism, nationalism and WOH 2040 Esenwein 25% F 3 28 X X decolonization, the two world wars and the interwar period, the Cold War, new social movements and globalization and the international economy.
History of Human Rights--In this course, students will study both the intellectual and practical history of human WHO 3225 Finkel 25% F 3 X rights in the modern era.
Empires, Nationalism and Revolution 1945-1994--This class shows how terms like “the third world,” “terrorism,” “liberal democracy,” and “free and fair elections” have a linked point of origin in the history of the end of colonialism and that of the Cold War: both emerged in specific historical conditions after World War II. This class argues, as does our main text, that it is a mistake to see East and West as opposites, formed in inevitable WHO 4243 conflict between free market democracies and state socialism; instead Soviet and US expansion in the decolonized White 25% F 3 X world mirrored each other in both development projects and military might – the syllabus will follow the trajectory of military stalemate to military defeat, from the “loss” of China to the Korean war, the Cuban missile crisis, the war in Vietnam, the war in the Ogaden, to US involvement in Central America and the defeat of the Soviet Union in Afghanistan. Nations and Nationalism-- Studies the modern genesis of the nation and the nation-state in the Americas, Europe, WOH 4254 Asia and Africa. Emphasizes the relationship between European Imperialism and colonial and postcolonial Chauca Tapia 25% S 3 31 X X nationalisms around the globe. Empires and Imperialism--Introduces the history of early modern and modern empires and imperialisms in WHO 4264 Kozik 25% Su 3 27 X X Europe, Africa, the Americas and Asia. Honors Program
Cuba: Assassination, Revolution and the Peril of Writing--Some of the objectives of this course is to explore
the thematic and narrative intricacies of Padura’s novel, The Man Who Loved Dogs and identify the “subversive” IDH 3931 Little 100% F 1 20 (i.e., critique of Stalinist communism) textual qualities in a controversial contemporary Cuban novel that implicitly exposes the Castro régime’s suppression of the Cuban people’s historical memory.
Chemistry in the Cocina Latina--This is a basic course that combines the science of chemistry with the humanistic aspects of the Spanish language and Hispanic cultures and histories. We explore Hispanic cultures and IDH 3931 Lord; Kleiman 100% S 1 8 X language through the foods and recipes that define them, and explore the science of those foods by studying the chemical reactions inherent in all cooking. Cross-listed with LAS 3930.
Global Environment Issues--This course explores major impacts of environmental science upon our society by looking at local, state, national, and international environmental issues. Students will be expected to present their IDH 3931 own ideas about testable hypotheses, ways to organize the data from testing their ideas, and how to evaluate Nation 25% S 1 7 X experimental data. Issues discussed will include availability of clean water, clean air, growth/decrease in human populations, biodiversity, conservation, environmental hazards, waste disposal, climate change, and energy issues.
Gender & Sexuality in Latin America--This course focuses on the experience of Latin American majorities, that is, the very groups of people whom modernizing elites have often seen as problematic members of their nations IDH 3931 and whom they have most wanted to "fix". These include not only people of African, indigenous or mixed descent, Guerra 100% F 3 X but specifically prostitutes, the urban poor, single women, workers, social activists and homosexuals. Cross-listed with LAH 5934 and LAH 3931. Journalism JOU 4930 Agricultural and Biological Engineering Kaplan 25% F 3 15 X
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds World Communication Systems--This course introduces students to the world communication systems by MMC 4302 exploring historical foundations of global communication to include early advancements, technology, social, Braddock 25% F, S, Su 3 169 X X political and economic factors, theoretical paradigms and the mass media itself among other topics. International Communications--Analyzes the institutions and practices that structure the form and content of MMC 5306 Ostroff 25% S 3 1 12 global communications. Languages, Literatures and Cultures
Black Englishes--The aim of this course is to present students with varieties of Englishes spoken by Blacks in Africa, the Caribbean, and the United States. Students will learn about the structure of these varieties as well as the social histories which underpin them. They will be made to appreciate difficulties in using terms like dialect AAS 4930 versus language to describe these varieties. Further, they will watch movies and interact with native speakers of Essegbey 25% F 3 2 X X these varieties with a view to identifying features that set them apart. Students will also be introduced to such concepts like “pidgins” and “creoles”. Students will also learn to distinguish between “broken English” and Pidgin or Creole English. Cross-listed with LIT 4930/ LING 4930/ AFA 4931. Latin American Studies Introduction to Latin America--This course offers an introduction to Latin America by exploring the history, cultures, and contemporary issues facing this multifaceted region as a whole, as well as individual nations. Part of LAS 2001 the course will focus on U.S.-Latin America relations and interactions—both as states and as people. Throughout Resende 100% Su 3 18 X X X the semester, we will attend to race, class, and gender as inequalities that are important dimensions for understanding social life and communities. Online course supported with Title VI funds.
Brazilian Crime and Detective--This course will trace the history and conventions of crime and detective fiction in general, exploring how authors in Brazil adapted an imported genre to portray Brazilian reality from 1940s to LAS 3930 the present. Students will learn to recognize the distinct types of detective fiction: the traditional deductive or Ginway 100% S 3 1 analytical model, the police procedural, American noir or hard-boiled novel, and literary or postmodern variations on the genre. Cross-listed with PRT 3930. Chemistry in the Cocina Latina--This is a basic course that combines the science of chemistry with the humanistic aspects of the Spanish language and Hispanic cultures and histories. We explore Hispanic cultures and LAS 3930 Lord; Kleiman 100% S 3 10 X language through the foods and recipes that define them, and explore the science of those foods by studying the chemical reactions inherent in all cooking. Cross-listed with IDH 3931. Economic Geography--This is an introductory course to Economic Geography, a fascinating field that has evolved with contributions from a diverse array of disciplines and schools of thought. The course explores main Galvin- LAS 3930 research traditions and epistemological paradigms in the field, from the early German school of neoclassical 50% F 3 X Miyoshi location theory to contemporary topics on Globalization and Value Chain research grounded in relational perspectives.
Favela Brazil Culture--Long seen as urban blight by many, the favelas of Rio de Janeiro have generated a vibrant culture of their own. While these communities are mainly known for their social problems, they nonetheless enjoy LAS 3930 a strong sense of pride and identity. Highly interdisciplinary, this course seeks to understand these communities Ginway 100% F 3 4 through the arts and humanities in photography, art, film, literature, and music, while contextualizing these with studies in history, and the social sciences. Cross-listed with PRT 3930.
Introduction to Latina/o Studies The aim of this course is to provide an introduction to the historical and contemporary experiences of Latina/o immigrants and their descendants in the United States. Readings and LAS 3930 discussions will focus on themes including historical migration and colonization; contemporary experiences of Vargas 50% F 3 X X immigrations and deportation; interracial relations between Latina/os and others; undocumented youth and education; racial identity formation and language use among descendants of Latina/o immigrants, and others.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Introduction to Haitian Vodou--Explores the structure, content, language, history, rituals, practices, beliefs, LAS 3930 origins, temples, songs, rhythms, art, mythology, literature, philosophy, and culture of Vodou in Haiti, the Hebblethwaite 75% S 3 X Americas, and Africa. Cross-listed with HAI 3930, REL 3938, and ANT 3930. Haitian Culture and Literature in Translation--Examines representations of Haiti and its culture through LAS 3930 Hebblethwaite 100% F 3 X Haitian literature, art, film, and music. Cross-listed with HAI 3503. Introduction to Latin American Politics An overview of political patterns and political behavior in LA from LAS 3930 Anderson 100% F 3 5 comparative and developmental perspectives. Cross-listed with CPO 3303. Latin American Music--This course addresses the varied musical expressions of Latin America, their historical LAS 3930 Tremura 100% F 3 6 X X formations and social importance. Cross-listed with MUH 3541. Persaud; Religions of Latin America--A survey of the main religious traditions in Latin America: native religions, LAS 3930 Blumenthal; 100% F 3 6 X X Catholicism, Protestantism and African-based religions. Cross-listed as REL 3381. Lomelin LAS 4905 Individual Work--Reading or research topics focusing on a Latin America area. Various 100% S, Su 1-3 6 X X Children in Developing Countries--Analyzes realities and debates concerning children’s lives and welfare in LAS 4935 developing countries, with particular focus on Sub-Saharan Africa and Latin America. Cross-listed with AFS Serra 50% F 3 6 1 X 4935.
Islam in the Americas--This course will place Latin America, the Caribbean, & North America within a broader LAS 4935 Islamic framework & locate Muslims of various backgrounds & experiences within the hemisphere from the 1500s Chitwood 75% S 3 8 to today, from Cape Columbia, Canada to Cajamarca, Argentina, & many periods & places in between.
People of Mexico & Central America--This survey course will cover the past and present of indigenous peoples of Mexico and Central America, including examination of cultural expression, the enduring impacts of LAS 4935 Tucker 100% F 3 X colonialism, human-environment interactions, indigenous-state relations and indigenous social movements. Cross- listed with ANT 4930.
Peoples of Brazil--This course takes a fresh look at the peoples of Brazil by exploring the history, culture, and LAS 4935 contemporary issues facing Latin America’s richest and most populous nation and site of the 2101 Earth Summit, Resende 100% F 3 X the 2014 FIFA World Cup, and the 2016 Olympiad. Cross-listed with ANG 5336 and LAS 6938.
Policing in the Americas--This course compares the creation and development of police forces in the U.S., Venezuela, Chile, El Salvador, and Nicaragua, looking at how the contexts and histories of each place shaped police organizations and practices. It also discusses contemporary issues in policing, including topics such as LAS 4935 Hanson 100% F 3 X community policing, terrorism, technological advancements, and immigration. The course also looks at the current challenges to policing in the Americas, discussing how social movements, police violence, as well as changes in the global economy might shape policing in the future. Cross-listed with CCJ 4934.
Politics of the Caribbean This course will consider the Caribbean as a subject of political study. It will consider
the political forces that have impacted the Caribbean since colonization, after independence, and those who are LAS 4935 Suarez 100% F 3 2 X still in a territorial, dependency, or colonial status. The course will focus significantly on the Spanish and English speaking islands, but will also address the experience of the islands that were colonized by other European powers.
Violence & Crime in Latin America--An examination of the historical, social, political, cultural, and economic LAS 4935 Hanson 100% F 3 X aspects of violence and crime in present-day Latin America. Cross-listed with ANG 6930, ANT 4930, LAS 6938.
Cuba: Race, Rev & Culture--This interdisciplinary course analyzes the role of race and "culture" in the formation of contemporary Cuban politics and national identity. By focusing on the arts; particularly music, film and LAS 4935 literature, this course analyzes the development of Cuban national identity during Cuba's colonial period; the Afro Saunders 100% S 3 8 Cuban challenge to the "race blind" political and cultural movements of the Cuban Republic. Cross-listed with LAS 6938.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
Black Radical Thought in America--This course is a theory based course that will focus especially on the anti-
colonial and postcolonial thought of radical Black intellectuals from the U.S, the Caribbean and Latin America. LAS 4935 Saunders 75% F 3 X We will critically engage these theorists, and consider how their work represents and has influenced the revolutionary social movements of the latter half of the 20th century. Cross-listed with LAS 6938.
Art and Literature in Latin America--This course addresses the relationship between visual art and literature in LAS 4935 Barradas 100% F 3 9 X Latin America from pre-Hispanic times to the present. Cross-listed with LAS 6938. Law and Order in Latin America Uses anthropological approaches to examine institutions, regimes and LAS 4935 processes that define and maintain law and order in Latin America. Cross-listed as ANG 6930, ANT 4930, and Hanson 100% S 3 X LAS 6938.
Coffee Culture, Production and Markets--Coffee is an integral part of life for producers and consumers around the world, and it is the world’s second most valuable commodity produced by developing countries (in terms of LAS 4935 total trade dollars). This course will consider the diverse expressions and ramifications of “coffee culture,” from Tucker 50% S 3 3 the farmers who see it as their life, to the buyers and traders who know it as a living, to the drinkers who can’t imagine life without cups of java. Cross-listed as ANG 6930, ANT4930, and LAS6938.
Cuban Cinema: Beyond the Revolution--This course we will consider how post-revolutionary Cuban filmmakers have responded to social crises such as the failed 10 million ton sugar harvest of 1970, the storming of the LAS 4935 Peruvian Embassy and subsequent Mariel Boatlift of 1980, the economic duress of the Special Period and the Fusco 100% F 3 X demise of socialist utopianism that marks the post-Soviet era. We will also look at films and newer video productions that have generated ideological crises, often leading to censorship. Cross-listed as LAS 6938.
From Private to Public: Women in Latin America--Gender and gender roles cut across all facets of social life as integral elements to the human experience. In this course, we will explore how Latin American and Caribbean LAS 4935 Resende 100% S 3 14 nations have shaped and been shaped by women—as individuals and as mobilized collectives. Cross-listed with LAS 6938.
Glohip Hop/Soc Change--This course analyzes how an why socially conscious Hip Hop has emerged as a tool for social change. It focuses primarily on the US and Latin America to frame how Hip Hop is a uniquely "American" LAS 4935 phenomena--regionally speaking. The course considers how what is now called "socially conscious" Hip Hop Saunders 50% F 3 4 reflects the tensions surrounding discourses concerning race, gender, sexuality, and notions "legitimate" political expression and cultural production. Cross-listed with LAS 6938.
Latin American and Caribbean Migration--This course examines im/migration from Latin America/Caribbean
to the US, the region of origin for the highest proportion of im/migrants into the U.S. While considering historical LAS 4935 Resende 50% S 3 14 roots, the course focuses on contemporary issues looking at both sending countries and destination cities, analyzing how these in/migrants can shape the U.S. of tomorrow. Cross-listed with LAS 6938. Race & U.S. Latina/os--This course probes definitions of race and racism, and considers the multitude and LAS 4935 divergent ways that Latina/os conceptualize, experience, and challenge some of these notions. Cross-listed with Vargas 50% S 3 4 LAS 6938, SYA 7933, SYA 4930. Revolution & Conflict in Central America--Weekly seminar focused the major conflicts, wars and revolutions in twentieth-century Central America. Particular attention will be devoted to the conflicts of the 1930s and 1980s, LAS 4935 with special attention given to Nicaragua, El Salvador and Guatemala. Suitable for upper-level undergraduate and May 100% F 3 3 beginning or advanced graduate students, the course is cross-listed with History and Latin American Studies. Cross-listed with LAS 6938.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
Spatial Econometrics and Modeling--This course addresses spatial statistical models, from both theoretical and empirical perspectives. It shows students how to assess the presence of spatial autocorrelation in their data, and how to specify appropriate regression models that produce reliable results when spatial autocorrelation is present. LAS 4935 As a consequence, students learn to implement a variety of spatial models, developed by econometricians and Walker 50% F 3 X X spatial analysts in geography. Spatial lag and spatial error models are addressed, as are situations with complex autocorrelation patterns affecting independent variables, and error terms and dependent variables simultaneously. Cross-listed with LAS 6938 and GEO 6938.
The City in Latin America--This course explores the challenges and promises of Latin American cities, the most urbanized region in the world. After a brief history of pre-hispanic and colonial cities, we will delve into the rapid urbanization of 20th Century Latin America from a social science perspective, considering the lived experiences of LAS 4935 Latin Americans in various urban environments--informal cities, gated communities, traditional neighborhoods, as Resende 100% F 3 13 well as the pitfalls and possibilities that city life embody in day to day life. The course is organized both topically (informal cities, healthcare, security, social movements, and more) and geographically, with special focus on Mexico City, São Paulo, and Buenos Aires. Cross-listed as LAS 6938
Imaginary Leaps: Latin American Art and Cinema about Immigration--This course considers how visual LAS 4935 artists and filmmakers from Latin America interpret the experience of migration to the United States. It studies Fusco 100% S 3 X works from Cuba, Mexico, Guatemala, Colombia and Brazil. Cross-listed with ARH 4930 and LAS 6938.
Global Studies for Educators--As the world becomes increasingly interconnected, global education is crucial to prepare students with knowledge and critical thinking skills to navigate our complex world. Global education aims LAS 4935 to infuse regional content across disciplines to enable students to analyze information from diverse perspectives as Risner; Kumar 33% Su 3 X X X we seek solutions to resolve issues that affect humanity at the local and global levels. Online course cross-listed with AFS 4935 and EDG 4930. Course developed with Title VI funds.
Human Rights in Latin America--This course provides students with an understanding of how struggles for human rights have evolved in Latin America. Throughout the semester, students examine different human rights LAS 4935 Correia 100% F 3 X crises to understand how these events have shaped the region and what the response to them has been. Cross- listed with LAS 6938. Race and Nation in Latin America--This course explores the various discourses surrounding race and ethnicity in Latin America tracing these from the colonial period to the contemporary context. We will unpack ideologies LAS 4935 Resende 100% F 3 X that naturalize racial hierarchies and engender seemingly cordial race relations, particularly as these intersect with class, gender, and sexuality. Cross-listed with LAS 6938. Women in Latin American Cinema--Analysis of films by and about Latin American women, both documentaries LAS 4935 Fusco 100% F 3 X and dramatic feature films. Cross-listed with LAS 6938. The Amazon--This interdisciplinary seminar provides an introduction to history, ecology, and current issues and Schmink; LAS 4935 dilemmas related to Amazonian conservation and development policies, with a focus on Brazil. Cross-listed with 100% F 3 X Loiselle LAS 6290. Testimonio in Latin America: Voices in Pursuit of Justice--This course critically reevaluates U.S. history through testimonio, challenging the myth of exceptionalism by listening to the voices of marginalized peoples LAS 4935 from throughout the Americas. These accounts offer us openings to examine the destructive and contradictory Sotelo 50% F 3 X nature of capitalism, opening a space for dialogue on changes within or alternatives to the current system that could accommodate all peoples of the world. Cross-listed with WST 6935.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
Politics of the Caribbean--This course considers the Caribbean as a subject of political study. It addresses the political forces that have impacted the Caribbean since colonization, after independence, and those who are still in a territorial, dependency, or colonial status. The course focuses significantly on the Spanish and English speaking LAS 4935 islands, but also addresses the experience of the islands that were colonized by other European powers. Some of Suarez 100% F 3 2 X X X the topics that will be discussed in the class will be colonialism, decolonization, imperialism, geopolitics, nationalism, populism, authoritarianism, clientelism, democratization, drug trafficking, neoliberalism, and migration. Supported with Title VI funds. Cross-listed with POS 4931.
Issues and Perspectives in Latin American Studies--Overview of the economic and political history of Latin LAS 6220 America, the history of thought about Latin American development problems, and US-Latin American relations Williams 100% S 3 14 X X during the 19th and 20th centuries. Knowledge, Governance and Land Use Dynamics in the Tropics-- This course will be closely aligned with the Fall TCD Workshop on "Tools and Strategies for Conservation and Development in the Amazon: Lessons Learned LAS 6290 Buschbacher 100% F 3 X X and Future Pathways." It will address similar themes, interact with conference participants, and contribute to the conference report. Community Forest Management--This graduate course weighs the evidence to date of how well communities conserve their forests, and examines how researchers and practitioners (including graduate students) have collaborated with them in these efforts. It explores the conceptual underpinnings, efficacy, and practice of this LAS 6290 growing trend in global forest management. It is designed for students to think critically about the multi-scale, Kainer 100% F 3 3 X X contextual factors that influence conservation and livelihood outcomes. Conservation and development tradeoffs, complementarities and limitations of community forest management will be highlighted. Cross-listed with FOR 6628. The Amazon--This interdisciplinary seminar provides an introduction to history, ecology, and current issues and Schmink; LAS 6290 dilemmas related to Amazonian conservation and development policies, with a focus on Brazil. Cross-listed with 100% F 3 X Loiselle LAS 4935. Ethnoecology--This seminar provides an overview along with an emphasis on how indigenous and small scale LAS 6290 Stepp 100% F X societies know and utilize natural resources and the implications for conservation and development.
Conflict Management-- Development of skills relevant to the realities of conflict and collaboration management LAS 6291 Dain 75% S 3 12 X X in tropical resource management. Includes material from human resource and natural resource management.
Conservation Planning--Development of technical knowledge and interpersonal skills necessary for conservation LAS 6291 and development professionals. Professional presentations, facilitation, workshop organization, and negotiation Dain 75% S 3 5 X X skills. Communication and Leadership Skills--This course creates spaces where participants can strengthen core LAS 6291 communication and leadership skills for supporting collaborative approaches to Development and Conservation Dain 75% F, S 3 40 X X practice.
Fundraising for TCD for Tropical Conservation and Development--This course introduces students in the LAS 6291 TCD Program to the diverse set of private and public sources for funding their activities in order to develop the Bruna 100% S 3 X X skills needed to fundraise from these sources and understand the ethical and legal issues surrounding fundraising.
Design/Methods of Research-- Seminar designed to introduce students to the logic of scientific inquiry and the LAS 6293 elements of research design. Surveys social science quantitative and qualitative methods and provides "hands-on" Paulson 100% F 3 13 X X experience in research design and method. Latin American Business Environment--Examination of the contemporary political economy of Latin America LAS 6295 from a business perspective. Analysis of economic, social, political, and cultural factors affecting business and Gendreau 100% F 3 21 X X finance in the region. Special attention to recent market reforms and regional integration.
LAS 6905 Individual Work--Reading or research topics focusing on a Latin America area, but cutting across disciplines. Varies 100% F, S 1-3 12 X X
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
Glohip Hop/Soc Change--This course analyzes how an why socially conscious Hip Hop has emerged as a tool for social change. It focuses primarily on the US and Latin America to frame how Hip Hop is a uniquely "American" LAS 6938 phenomena--regionally speaking. The course considers how what is now called "socially conscious" Hip Hop Saunders 100% F 3 5 reflects the tensions surrounding discourses concerning race, gender, sexuality, and notions "legitimate" political expression and cultural production. Cross-listed with LAS 4935.
Cuba: Race, Rev & Culture--This interdisciplinary course analyzes the role of race and "culture" in the formation of contemporary Cuban politics and national identity. By focusing on the arts; particularly music, film and LAS 6938 literature, this course analyzes the development of Cuban national identity during Cuba's colonial period; the Afro Saunders 100% S 3 3 Cuban challenge to the "race blind" political and cultural movements of the Cuban Republic. Cross-listed with LAS 4935. Human Rights in Latin America--This course provides students with an understanding of how struggles for human rights have evolved in Latin America. Throughout the semester, students examine different human rights LAS 6938 Correia 100% F 3 X crises to understand how these events have shaped the region and what the response to them has been. Cross- listed with LAS 4935. Race and Nation in Latin America--This course explores the various discourses surrounding race and ethnicity in Latin America tracing these from the colonial period to the contemporary context. We will unpack ideologies LAS 6938 Resende 100% F 3 X that naturalize racial hierarchies and engender seemingly cordial race relations, particularly as these intersect with class, gender, and sexuality. Cross-listed with LAS 4935.
Spatial Econometrics and Modeling--This course addresses spatial statistical models, from both theoretical and empirical perspectives. It shows students how to assess the presence of spatial autocorrelation in their data, and how to specify appropriate regression models that produce reliable results when spatial autocorrelation is present. LAS 6938 As a consequence, students learn to implement a variety of spatial models, developed by econometricians and Walker 50% F 3 X X spatial analysts in geography. Spatial lag and spatial error models are addressed, as are situations with complex autocorrelation patterns affecting independent variables, and error terms and dependent variables simultaneously. Cross-listed with LAS 4935 and GEO 6938.
Cuban Cinema: Beyond the Rev--This course we will consider how post-revolutionary Cuban filmmakers have responded to social crises such as the failed 10 million ton sugar harvest of 1970, the storming of the Peruvian LAS 6938 Embassy and subsequent Mariel Boatlift of 1980, the economic duress of the Special Period and the demise of Fusco 100% F 3 X socialist utopianism that marks the post-Soviet era. We will also look at films and newer video productions that have generated ideological crises, often leading to censorship. Cross-listed with LAS 4935.
Revolution & Conflict in Central America--Weekly seminar focused the major conflicts, wars and revolutions in twentieth-century Central America. Particular attention will be devoted to the conflicts of the 1930s and 1980s, LAS 6938 with special attention given to Nicaragua, El Salvador and Guatemala. Suitable for upper-level undergraduate and May 100% F 3 6 beginning or advanced graduate students, the course is cross-listed with History and Latin American Studies. Cross-listed with LAS 4935. Race & U.S. Latina/os--This course probes definitions of race and racism, and considers the multitude and LAS 6938 divergent ways that Latina/os conceptualize, experience, and challenge some of these notions. Cross-listed with Vargas 50% S 3 5 X LAS 4935, SYA 7933, and SYA 4930. From Private to Public: Women in Latin America--Gender and gender roles cut across all facets of social life as integral elements to the human experience. In this course, we will explore how Latin American and Caribbean LAS 6938 Resende 100% S 3 4 nations have shaped and been shaped by women—as individuals and as mobilized collectives. Cross-listed with LAS 4935.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
Black Radical Thought in the Americas--This course is a theory based course that will focus especially on the
anti-colonial and postcolonial thought of radical Black intellectuals from the U.S, the Caribbean and Latin LAS 6938 Saunders 75% F 3 X America. We will critically engage these theorists, and consider how their work represents and has influenced the revolutionary social movements of the latter half of the 20th century. Cross-listed with LAS 4935.
City & Landscape in Latin America--Over the course of the semester each student will have the opportunity to explore spatially and temporally a specific city or region in depth creatively documenting the issues and LAS 6938 opportunities facing communities. These explorations can be presented in a variety of media, e.g., design, print, Murtha 100% S 3 video, orcartography. The core purpose of the seminar is to critically review the past and present as a means to think creatively about the future of city and landscape in Latin America.
Latin American and Caribbean Migration--This course examines im/migration from Latin America/Caribbean
to the US, the region of origin for the highest proportion of im/migrants into the U.S. While considering historical LAS 6938 Resende 50% S 3 4 roots, the course focuses on contemporary issues looking at both sending countries and destination cities, analyzing how these in/migrants can shape the U.S. of tomorrow. Cross-listed with LAS 4935.
Coffee Culture, Production and Markets Coffee is an integral part of life for producers and consumers around the world, and it is the world’s second most valuable commodity produced by developing countries (in terms of LAS 6938 total trade dollars). This course will consider the diverse expressions and ramifications of “coffee culture,” from Tucker 50% S 3 2 the farmers who see it as their life, to the buyers and traders who know it as a living, to the drinkers who can’t imagine life without cups of java. Cross-listed with ANG 6930, ANT4930, and LAS 4935.
The City in Latin America--This course explores the challenges and promises of Latin American cities, the most urbanized region in the world. After a brief history of pre-hispanic and colonial cities, we will delve into the rapid urbanization of 20th Century Latin America from a social science perspective, considering the lived experiences of LAS 6938 Latin Americans in various urban environments--informal cities, gated communities, traditional neighborhoods, as Resende 100% F 3 4 well as the pitfalls and possibilities that city life embody in day to day life. The course is organized both topically (informal cities, healthcare, security, social movements, and more) and geographically, with special focus on Mexico City, São Paulo, and Buenos Aires. Cross-listed with LAS 4935.
Conservation & Development in Practice--Analyzes information and interprets results using diverse LAS 6938 methodological approaches including those employed during students' field practicum projects. Required for MDP Galloway 50% F 3 6 X X students. Cross-listed with AFS 6905.
Democracy and its Competitors--Analysis of democracy's components and several forms of authoritarianism LAS 6938 Anderson 50% S 3 1 such as apartheid, racism, right-wing populism, and totalitarianism. Cross-listed with CPO 6059.
Design and Methods for Sustainable Development Practice--The purpose of this course is to build practical LAS 6938 skills and critical perspectives that empower participants to engage constructively in planning, implementation and Galloway 50% S 3 10 X X evaluation of sustainable development practice. Required for MDP students. Cross-listed with AFS 6905. Economic Development in Latin America--An exploration of the forces that have shaped economic and LAS 6938 Useche 100% F 3 3 X X agricultural development in Latin America. Cross-listed with AEB 6933. Law and Policy in the Americas--The seminar evaluates the development of legal systems in the Americas and includes a comparative analysis. Topics include constitutional and international law, trade and commercial development, alternative dispute resolution mechanism use and development, citizen security and human rights, LAS 6938 McLendon 100% S 2 2 X X property rights, and a review of regional judicial reform efforts focusing on efforts to improve access, efficiency and transparency in justice systems as a means to promote democratic consolidation and economic growth. Cross- listed with LAW 6936.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
Environmental Catastrophes, Tipping Points, and Challenges--Global Warming, Extinction Crises, Ocean LAS 6938 Acidification--The newspapers and magazines are full of environmental doomsday prophecies, and this course will Walker 50% S 3 2 help you make sense of what’s happening to our planet. Cross-listed with GEO 4938 and GEO 6938.
Environmental Governance--Participants in this course explore the roles of governments, markets, and civil society in the creation, adoption and implementation of environmental rules and norms. The course evaluates leading environmental policy strategies, including traditional state regulation, market-based incentives and Overdevest; LAS 6938 regulation created by private actors (civil society and corporations/CSR). Increasingly, the interactions between 25% F 3 4 X Tucker different forms of regulation figure prominently in debates on governance. Empirical examples of governance arrangements from different parts of the world and different domains (climate change, forestry, fisheries, agriculture, air quality) highlight challenges and opportunities. Cross-listed with ANG 6930 and SYA 7933.
Foundations of Economics of Sustainable Development-- The course provides students with key analytical tools LAS 6938 Serra 50% S 3 5 from economics for the study of sustainable economic development. Cross-listed with AFS 6905.
Image Leaps: LA Film & Visual Culture-- In this course we will consider how visual artists and filmmakers from Latin America interpret the experience of migration to the United States. We will study works from Cuba, Mexico, Guatemala, Colombia and Brazil. We will look at film, photography, painting, and performance art that LAS 6938 represent different aspects of migration: the journey, the arrival, the encounter with a foreign culture and language, Fusco 100% S 3 13 the challenges of integration, and the return to the homeland. We will compare and contrast the artists’ representational strategies and their modes of affect - some treat the experience as tragic, other as comic, while others look at it as challenge that catalyzes self-discovery.
Imaginary Leaps: Latin American Art and Cinema about Immigration--This course considers how visual LAS 4935 artists and filmmakers from Latin America interpret the experience of migration to the United States. It studies Fusco 100% S 3 X works from Cuba, Mexico, Guatemala, Colombia and Brazil. Cross-listed with ARH 4930 and LAS 6938. Latin American Politics--A systematic examination of LA politics, providing a basic foundation and LAS 6938 understanding of the core themes in the field. Includes regime change, democratization and social movements. Williams 100% F 3 4 X X Cross-listed with CPO 6307. MDP Development Administration--An exploration of specific tools, processes and concepts linked to the praxis LAS 6938 of development administration that will be useful for development professionals. Required for MDP students. Galloway 50% F 3 8 X X Cross-listed with AFS 6905. Power & Environment--This course brings together natural and social scientists and practitioners to ask: How does power work in and through ecosystems, economies, environmental governance systems, institutions, bodies and science itself? Participants explore environmental challenges and conflicts on scales ranging from local farms LAS 6938 Paulson 100% S 3 14 X and forests to earth systems of atmosphere, hydrosphere and biosphere. Attention is drawn to unequal distribution of environmental benefits and burdens, asymmetrical exchange of material and energy, and contested understandings of human and other nature. Cross-listed with ANG 6930.
Queer Latin America--This graduate-level seminar course in which we will engage the intellectual thought of academics, artivists and activists who are theorizing social change from the experiences of queer populations in Latin America, the Caribbean and queer Latinx populations in U.S. America. This course is one of a series of courses being taught that are rooted in a central perspective: that human diversity offers multiple ways to theorize LAS 6938 Saunders 75% S 3 1 liberation. The goal of this course is to provide space for folks interested in thinking liberation as it relates to genders, sexualities and racialization in Latin America and Latinx communities in U.S. America. By engaging artivists, activists and intellectuals speaking from Latin America, and the Caribbean, we will engage also questions concerning sexual and political economy, and coloniality. Cross-listed with WST 6935.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Racial and Ethnic Relations Seminar--In this course we will probe definitions of race and racism, and consider the multitude and divergent ways that sociologists challenge and conceptualize some of these notions. We will LAS 6938 consider theories of race and racial stratification and explore their potential transformations over time. We will Vargas 50% F 3 X discuss historical and contemporary forms of racial progress and racist progress in the United States at both macro and micro-levels of analysis. Trade & Human Rights in the Americas--This seminar will explore the premises of the trade and human rights Hernandez; LAS 6938 debate from the perspectives of both free trade advocates and human rights activists. Cross-listed with LAW 100% S 2 1 Powell 6936. Art and Literature in Latin America--This course addresses the relationship between visual art and literature in LAS 6938 Barradas 100% F 3 3 X Latin America from pre-Hispanic times to the present. Cross-listed with LAS 4935. Law and Order in Latin America Uses anthropological approaches to examine institutions, regimes and LAS 6938 Hanson 100% S 3 X processes that define and maintain law and order in Latin America. Cross-listed with LAS 4935. Women in Latin American Cinema--Analysis of films by and about Latin American women, both documentaries LAS 6938 Fusco 100% F 3 X and dramatic feature films. Cross-listed with LAS 4935. Tropical Conservation/Development Practice--This course allows students to design and organize an LAS 6941 independent service-oriented project, beyond thesis research, on- or off-campus, illustrating leadership and Staff 100% F 3 1 X X collaboration, engaging others in workshops, outreach, and other practical activities.
Development Theory and Practice in Latin America and Africa-- Both conceptual and practical issues are addressed in relation to each course topic with a multi-disciplinary approach that focuses on the interrelationship among approaches, comparing Latin American and African contexts. Participants learn to describe and analyze LAS 6943 Schmink 50% F 3 18 X X complex development issues, paying particular attention to cross-sector linkages and regional comparisons. The course leverages web-based technologies to facilitate interactions among students and faculty at participating MDP universities around the world. Cross-listed with AFS 6305 and ANG 6930.
Internship in Latin American Studies--Rotating topics surrounding the inter-relationship of core fields of study of development in Latin America, including health sciences, natural sciences, social sciences, and management. LAS 6949 Introduces the basic core competencies and practical skills required of a development practitioner. Students Various 100% F, Su 3-6 4 X X pursuing an MA with the internship option are required to sign up for 3-6 credits of the internship or capstone project. Masters Research--Individual work on completion of a Masters thesis on a Latin American topic, conducted LAS 6971 Various 100% F, S, Su 1-3 17 X X under the supervision of a LAS faculty member. Law Comparative Law--Cross-cultural comparison of law and the legal profession, including comparison of American LAW 6250 Malavet 25% F, S 3 1 20 X and foreign case materials. LAW 6260 International Law--An introduction to international law as applied between nations and in the US courts. Hernandez 25% S 3 5 19 X LAW 6261 International Business Law--Legal aspects of managing the international business environment. Zheng 25% F 3 1 63 X International Trade Law--Legal problems involved with the control of trade and investment by national LAW 6262 governments and multinational agreements. Explores obligations under the World Trade Organization and Zheng 25% F 2 X X NAFTA. International Intellectual Property Law--A survey of the principal multinational agreements relating to LAW 6574 Loewenheim 25% S 3 13 intellectual property. International Criminal Law--This course will study the development of international criminal law, and the development of the institutions where international criminal cases will be heard. The course will focus entirely on LAW 6930 Jacobs 25% S 3 17 X criminal law, meaning both international law regarding serious criminal offenses, such as genocide and crimes against humanity, as well as domestic crime which has international implications.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds International and Comparative Environmental Law-Costa Rica--This course offers students the unique opportunity to study international and comparative environmental law from a Latin American perspective through the study abroad program in Costa Rica. The UF Levin College of Law/University of Costa Rica Joint Program in LAW 6930 Ankersen 100% Su 3 10 X X Environmental Law emphasizes international and comparative environmental law as well as skills training in a cross-cultural context through its Conservation Clinic and skills-based courses such as Environmental Dispute Resolution. International and Comparative Law Skills-Costa Rica--This course offers students the unique opportunity to study international and comparative environmental law from a Latin American perspective through the study abroad program in Costa Rica. The UF Levin College of Law/University of Costa Rica Joint Program in LAW 6930 Ankersen 100% Su 2 10 X X Environmental Law emphasizes international and comparative environmental law as well as skills training in a cross-cultural context through its Conservation Clinic and skills-based courses such as Environmental Dispute Resolution. Supported with Title VI funds. International Environmental Law--This course offers an introduction to International Environmental Law. It provides the student with the most important issues related to the protection of the environment. It addresses a thorough examination of specific topics included the international regulation of the marine environment, the LAW 6930 Virzo 25% S 1 1 15 X protection of the atmosphere, the protection of endangered species and biodiversity. The course also examines the conflicts between international environmental law and international economic law as well as the relationship between international human rights and the protection of the environment. International Law of the Sea--This course is meant to provide a survey of international law of the sea. It will focus on the legal regime established by both customary international law and the United Nations Convention on LAW 6930 the Law of the Sea (UNCLOS). It will cover the legal regime of internal waters; territorial Sea; international straits Virzo 25% S 1 1 24 X and archipelagos; contiguous zone; exclusive economic zone; continental shelf; high seas and the international seabed area.
International Children's Rights--This course deals with aspects of contemporary childhood, adolescence and
youth, with a particular focus on human rights violations and remedies globally. The course starts by asking how LAW 6936 King 25% S 2 14 X conceptions of childhood and adolescence have changed over time and space. It then introduces fundamental international and regional human rights principles and their relevance to key contemporary concerns.
International Financial Crimes--This seminar will examine laws, executive orders, international agreements, LAW 6936 and judicial decisions impacting upon national as well as transnational illicit money transfers especially within the Baldwin 25% F 2 15 X X context of terrorism funding.
Trade & Human Rights in the Americas--This seminar will explore the premises of the trade and human rights Hernandez; LAW 6936 100% S 2 12 X debate from the perspectives of both free trade advocates and human rights activists. Cross-listed with LAS 6938. Powell
Law and Policy in the Americas--The seminar evaluates the development of legal systems in the Americas and includes a comparative analysis. Topics include constitutional and international law, trade and commercial development, alternative dispute resolution mechanism use and development, citizen security and human rights, LAW 6936 McLendon 100% S 2 11 X X property rights, and a review of regional judicial reform efforts focusing on efforts to improve access, efficiency and transparency in justice systems as a means to promote democratic consolidation and economic growth. Cross- listed with LAS 6938. Linguistics African Elements in the Americas--This course addresses the issue, beginning with the first Africans to set foot LIN 4930 Essegbey 25% F 3 12 X on the continent and tracing the African influence from that period to the modern day.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
Black Englishes--The aim of this course is to present students with varieties of Englishes spoken by Blacks in Africa, the Caribbean, and the United States. Students will learn about the structure of these varieties as well as the social histories which underpin them. They will be made to appreciate difficulties in using terms like dialect LIN 4930 versus language to describe these varieties. Further, they will watch movies and interact with native speakers of Essegbey 25% F 3 12 X X these varieties with a view to identifying features that set them apart. Students will also be introduced to such concepts like “pidgins” and “creoles”. Students will also learn to distinguish between “broken English” and Pidgin or Creole English. Cross-listed with LIT 4930, SSA 4930, and AFA 4931.
Introduction to Haitian Creole Linguistics--Examination of the major subfields of linguistics by means of the LIN 4930 Barzen 100% S 3 1 Haitian Creole language. Cross-listed with HAT 3700. Management
Ethics in Global Business-- This course explores issues involving the role of individuals, citizens, business, and BUL 4443 Darnell 25% F, S 2 217 X X government in promoting profitable but responsible commerce and socially beneficial business activity.
International Bus Law-- This course addresses legal aspects of managing the international business BUL 6852 Di Matteo 25% F 2 4 24 X X environment. Global Strategic Management--Designed for master’s students in business administration. Strategic issues MAN 6636 Ross 25% F, S 2 87 162 X X facing global and multinational organizations. Marketing International Marketing--This course introduces students to the analysis of economic, social, and cultural MAR 6157 Xie 25% F 2 24 34 X X issues affecting marketing management in the international environment. Mass Communication Global Activism and Social Change Communication--This course delves into activism, social change, and social entrepreneurship from a local and global perspective in order to enhance students’ perspectives of social MMC 6638 change as it manifests via popular media and community action. As part of the course, students will critically Castillo 25% S 3 7 X X analyze the political histories around national and global issues in order to better understand the depth of community organizing and breadth of social change communication. International Humanitarian Communication--Research of international humanitarian topics including how to PUR 4932 determine if information gathered is credible, less than credible, or even propagandistic. Cross-listed with JOU Kaplan 25% F 3 15 X X 4930. Music Percussion Skills--The purpose of this course is to prepare music education majors for the complexities of MUE 2470 teaching percussion in a public school setting. All major areas of percussion pedagogy will be covered. 25% Broadway 25% F, S 1 14 X X coverage of LAC music. Introduction to World Music--Introduction to music of non-western cultures in comparison with music of MUH 2501 Staff 25% F, S, Su 3 134 1 X X Western European civilizations; the nature of music and the realm of ethnomusicology. Latin American Music--The varied musical expressions of Latin America, their historical formations and social MUH 3541 Tremura 100% F 3 4 X X importance. Cross-listed with LAS 3930. Seminar in Brazilian Music--Examination of historical, social, and aesthetic dimensions of Brazilian music and MUH 6549 Crook 100% S 3 20 X music making. MUH 6675 Seminar in Twentieth-Century Music--Selected topics from the 20th century for research and study. dos Santos 25% F 3 X X Percussion Ensemble--Study and performance of ensemble literature for percussion instruments. 25% coverage of MUN 1440 Broadway 25% F, S 1 11 X X LAC music. Cross-listed with MUN 3443 and MUN 6445. Steel Drum Ensemble--Development of performance skills in various components of Caribbean steel drum MUN 1491 Broadway 100% F, S 1 8 X X ensemble, discussing historical and cultural aspects of the art form. Cross-listed with MUN 3813.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
World Music Ensemble--Jacaré Brazil, dedicated to learning Brazilian culture through musical performance. The
percussion section of Jacaré Brazil meets as a separate unit to begin the semester and is then combined with the MUN 2800 Cook 100% F, S 1 6 X X vocal, string, and wind components of Jacaré several weeks into the semester. During the semester students will learn a variety of Brazilian musical styles and Brazilian musical instruments.
Percussion Ensemble--Study and performance of ensemble literature for percussion instruments. 25% coverage of MUN 3443 Broadway 25% F, S 1 25 1 X X LAC music. Cross-listed with MUN 1440 and MUN 6445. Steel Drum Ensemble--Development of performance skills in various components of Caribbean steel drum MUN 3813 Broadway 100% F, S 1 27 X X ensemble, discussing historical and cultural aspects of the art form. Cross-listed with MUN 1491. Percussion Ensemble--Study and performance of ensemble literature for percussion instruments. 25% coverage of MUN 6445 Broadway 25% F, S 1 25 1 X X LAC music. Cross-listed with MUN 1440 and MUN 3443.
--Jacaré Brazil, dedicated to learning Brazilian culture through musical performance. The World Music Ensemble percussion section of Jacaré Brazil meets as a separate unit to begin the semester and is then combined with the da Silva; MUN 6496 100% F, S 1 4 X X vocal, string, and wind components of Jacaré several weeks into the semester. During the semester students will Tremura learn a variety of Brazilian musical styles and Brazilian musical instruments.
MUN 6816 Steel Drum Ensemble--Rehearsal, performance and historical aspects of steel drum. 25% coverage of LAC music. Broadway 25% F, S 1 2 X X
Brazilian Music Institute--Intensive study of Brazilian music and musical instruments. Supported with Title VI MUS 6905 Tremura 100% Su 1 1 X X X funds. Guitar--This course facilitates the development of students to the highest level of musical artistry while learning MVS 1416 the different styles of guitar, including Brazilian guitar style and instruments such as cavaquinho and viola caipira. da Silva 25% F Varies 12 X X Cross-listed with MVS 2426 and MVS 3436. Guitar--This course facilitates the development of students to the highest level of musical artistry while learning Tremura; da MVS 2426 the different styles of guitar, including Brazilian guitar style and instruments such as cavaquinho and viola caipira. 25% F, S Varies 11 X X Silva Cross-listed with MVS 3436. Guitar--This course facilitates the development of students to the highest level of musical artistry while learning Tremura; da MVS 3436 the different styles of guitar, including Brazilian guitar style and instruments such as cavaquinho and viola caipira. 25% F, S Varies 2 X X Silva Cross-listed with MVS 2426. Natural Resources and Environment Natural Resource Management and Innovation Systems- This course addresses how human societies perceive, use, and change natural resources, by examining the drivers, feedbacks, and social impacts of the innovation EVR 5705 Porzecanski 25% S 3 14 X X process. The course connects the ecological and economic systems studied during the first semester of the Master’s in Development Practice degree program with the social realm. Philosophy Global Justice--In this course we will engage contemporary philosophical questions in the domain of global justice, including: What principles should guide international action? How does economic integration affect what PHI 3930 Ahlberg 25% F 3 X the world's peoples owe to each other? What do the peoples of the Global North owe to the peoples of the Global South? Political Science Comparative Politics--The classification of political systems according to institutional and developmental CPO 2001 Various 25% F, S 3 432 X X characteristics. Comparison of contemporary political institutions and processes in specific countries. Introduction to Latin American Politics--An overview of political patterns and political behavior in LA from CPO 3303 comparative and developmental perspectives. Emphasis on the social, economic and political factors shaping Staff 100% F, S 3 38 X X contemporary political structures and processes. Cross-listed with LAS 3930. Developing Nations--A general introduction to politics in third world states, examining common problems and CPO 4034 Various 25% F, S 3 39 X X the various strategies for dealing with them.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Contemporary Problems in Latin America--The analysis of major themes and issues in the study of Latin CPO 4306 American politics: democratic transitions, economic restructuring, social movements, civil-military relations and Anderson 100% S 3 13 political violence. Cross-listed as LAS 4935. Democratization in Global Perspective--The course familiarizes students with issues characterizing CPO 4731 democratization literature including factors favoring or undermining the establishment of democracy, such as O'Dwyer 25% F 3 42 X X economic development, culture, and civil society. Environmental Politics in the Global South--This course examines the politics of environmental degradation in CPO 4793 countries of the global south, a.k.a. the developing world, through case studies of Amazonian deforestation in Mcomber 50% F 3 18 1 Brazil, international development projects in India and oil drilling in the Niger Delta.
Democracy and its Competitors--Analysis of democracy's components and several forms of authoritarianism CPO 6059 Anderson 100% S 3 8 X such as apartheid, racism, right-wing populism, and totalitarianism. Cross-listed with LAS 6938.
Social Movements in Comparative Perspective--This course examines major classical and contemporary CPO 6077 O'Dwyer 25% S 3 10 X theoretical approaches to the field of collective action and social movements. Introduction to Comparative Policy Analysis--Introduction to major theoretical and methodological approach to CPO 6091 Bernhardt 25% F 3 10 X X study of comparative politics. Latin American Politics--A systematic examination of LA politics, providing a basic foundation and CPO 6307 understanding of the core themes in the field. Includes regime change, democratization and social movements. Williams 100% S 3 X X Cross-listed with LAS 6938. International Relations -- introduction to the study of international relations that will help students acquire INR 2001 Various 25% F, S 3 992 X X analytical tools to understand international politics. Politics of the World Economy--International trade, finance and investment issues in the global political INR 3034 Brown 25% F, S 3 49 X X economy and their importance for advanced industrial and less-developed countries. Culture & World Politics--This course explores the interplay between culture and power in contemporary world politics by focusing on concepts such as identity, difference, and representation, which have emerged as objects of major political and theoretical contestation over the past two decades. The major purpose of the course is to INR 3084 Hozic 25% S 3 40 expose political complexities of these concepts and to reveal their intimate and intricate relation with knowledge production, on the one hand, and economies of warfare and violence, on the other – or, in other words, with international relations as a discipline itself. US & World Affairs This course is designed to enable students to understand the policies and objectives of the INR 3102 Nolan, Selden 25% F, S, Su 3 143 X X United States in its relations with others in an international system undergoing tremendous change. Introduction to International Security-- This course examines and applies the major theoretical and methodological approaches to international security. Analyzes the impact of domestic, state, regional and global INR 3333 Staff 25% F, S 3 47 X X system factors in international security. Familiarity with the basic concepts of world politics, particularly the dominant actors, issues and paradigms, is recommended. Theories of International Relations--Examines a variety of theoretical and methodological approaches to the INR 3603 Staff 25% F, S 3 92 X X study of international relations. Poor and Rich Nations--This course explores the economic, social, and political linkages and interdependencies INR 4035 between and among less- and more-developed countries in the global system predominantly from the former's Staff 25% F, S 3 48 X perspective. International Environmental Relations--This course considers the special problems posed by environmental INR 4350 collective action for international policymakers, some of the primary actors and organizations involved in Various 25% F, S 3 58 1 X addressing environmental problems, and selected international environmental issues. Survey of International Security--Principal problems and issues in the area of international security, considered INR 6337 Staff 25% F, S 3 13 X by examining samples of scholarly literature in the subfield. International Organization--Advanced reading and research. Special focus on international norms, regimes, INR 6507 Brown 25% S 3 15 X formal intergovernmental and supranational organizations, and global constitutions.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds International Relations Theory--Basic forces, problems, and developments in international politics and INR 6607 Hozic 25% F 3 14 X X organization. Includes Latin American examples and readings. Politics of Sports and Stadium--This course addresses how sports and stadiums are frequently intertwined political forces. It studies issues such as the public funding of private stadiums, bidding for Olympic Games, and POS 4931 Suarez 25% F 3 X gentrification in the name of sports. It will also examine how nationalism, identity, and gender are significant to sports. Politics of Housing--This course will consider how politics and policies can assist in shaping housing, cities, homelessness, and suburbia in Latin America. Some examples of class material will consider the early origins of POS 4931 Suarez 100% S 3 22 modern cities, the development of suburbia, recent developments such as public housing, gentrification, and gated communities.
Politics of the Caribbean--This course considers the Caribbean as a subject of political study. It addresses the political forces that have impacted the Caribbean since colonization, after independence, and those who are still in a territorial, dependency, or colonial status. The course focuses significantly on the Spanish and English speaking POS 4931 islands, but also addresses the experience of the islands that were colonized by other European powers. Some of Suarez 100% F 3 15 X X X the topics that will be discussed in the class will be colonialism, decolonization, imperialism, geopolitics, nationalism, populism, authoritarianism, clientelism, democratization, drug trafficking, neoliberalism, and migration. Supported with Title VI funds. Cross-listed with LAS 4935.
The Politics of International Law--This course seeks to provide students with an understanding of the logistics and substance of international law. Pitched at the interdisciplinary intersection of political science and law, it helps students to ask what laws exist in the global political arena and how those laws affect the structure, content, and POS 6933 outcomes of global political interaction. As such, the course explores the legal dimensions of international Sjoberg 25% S 3 17 relations, the nature and development of international law, the subjects of international law, human rights, state and individual responsibility, recognition, jurisprudence, immunities, the International Court of Justice, the United Nations, and international law regarding the use of force. Portuguese Beginning Portuguese I--The sequence POR 1130 and POR 1131 is the basic course in Portuguese stressing the POR 1130 Quinn 100% F, S 5 38 X X language as spoken in Brazil. Beginning Portuguese II--This course focuses on the four skills of language acquisition: speaking, writing, POR 1131 Quinn 100% F, S 5 26 X X listening and reading to give students the tools for basic proficiency in Brazilian Portuguese. Introduction to Portuguese and Brazil-- Course designed for those with knowledge of another Romance POR 3010 Quinn 100% F, S 5 28 4 X X language (usually Spanish). Favela (Applied Portuguese)--Long seen as urban blight by many, favelas have generated a vibrant culture of POR 3224 their own. Readings and discussions are in Portuguese to develop vocabulary and fluency and to provide an Ginway 100% F 1 6 international perspective on the issues addressed. Grammar Review--This course is designed to improve students’ ability in written and spoken Portuguese. Grammar exercises will be coupled with cultural texts – music, magazine and newspaper articles, etc. – to help POR 3224 students develop their writing skills and expand their vocabulary and cultural knowledge. The course will provide Ferreira 100% F 1 7 X X an overview of main grammatical structures, new orthographical rules, and advance students’ communication skills.
Oral and Written Practice--This class is an intermediate-level course geared toward preparing students for the Portuguese proficiency test established by the Brazilian Ministry of Education: Certificado de Proficiência em Perrone, POR 3242 Língua Portuguesa do Brasil (Celpe-Bras). Designed to emphasize all four skills (comprehension, speaking, 100% S 3 12 X Ferreira reading and writing), this course provides ample opportunity to train for the examination and improve students’ command of Portuguese. Students will also learn more about Brazilian society and culture.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Composition and Conversation--An intermediate course with continued expansion of vocabulary, review of Perrone; POR 3243 100% F 3 14 1 X X essential grammar and structures and development of reading, writing and speaking skills. Ginway Portuguese Translation and Interpretation--This course will introduce students to key principles of translation and interpretation, while allowing them to practice the art of translation and learn about the ins and outs of the professional field. Students will be able to improve their Portuguese language skills in all facets through POR 3451 Portuguese-English and English-Portuguese translation. The course is divided into thematic sections – methods Ferreira 100% S 3 X X X and theories, Language for Special Purposes (LSP) for different professional fields [business, law, medicine, tourism, and marketing], interpretation, and entertainment - where students will learn about the themes by reading and practicing. Supported with Title VI funds. Luso-Brazilian Civilization and Culture--Introduction to the central historical events, political institutions, Perrone, POR 3500 intellectual currents and artistic movements in the foundation and development of Portugal, Brazil and Lusophone 50% F 3 X Ferreira Africa. Draws on history and literature. Brazilian Culture- Introduction to the study of modern cultural forms, including folk pageantry, performance arts, Ferreira; POR 3502 literature, film and television. This course is part of the UF in Rio de Janeiro FLAS-approved Program. 100% S; Su 6 16 8 X X Ginway Advanced Composition and Syntax--A language course that distinguishes Portuguese from related Romance POR 4420 tongues, including the more difficult aspects of grammar and structure, specialized vocabulary, different stylistic Perrone 100% S 3 11 2 X registers, and application of these to translation and original composition. Intro to Brazilian Literature I--This course has four principal objectives: 1) to introduce beginning students of literature to fundamental concepts of literary study (e.g. genre, epochal style) and textual analysis; 2) to familiarize POR 3130 students with the principal periods of the history of literature in Brazil; 3) to appreciate Brazilian writers in Perrone 100% F 3 9 national and international contexts; and 4) to compare the development of literature in Brazil with that of Portugal and other European models. Contemporary Brazilian Poetry--A study of lyric, both literary and musical, in the second half of the 20th POW 4380 Perrone 100% S 3 1 century, including experimental trends, political verse, popular music and youth movements. Brazilian Drama--The course opens students to the dramatic traditions of Brazil, including tragedy, melodrama, comedy, political theater, telenovela and the religious auto. The class examines the work of the theatrical groups as POW 4382 well as productions of the stage, television and film within the context Brazil’s social and political culture and key Ginway 100% S X historical moments in the nineteenth and twentieth centuries. Cross-listed with POW 6930.
Machado de Assis--As critics and historians continue to examine Machado de Assis’ critique of gender, race and slavery in his nineteenth-century works, his texts become all the more contemporary and relevant. Through a POW 4700 careful reading of short stories, crônicas and the viewing of select films, students learn to recognize and Ginway 100% F 3 4 understand socio-political critique of gender, race and slavery of this nineteenth-century master.
Tourism in Brazil--By studying the importance of tourism in the Brazilian economy, students gain knowledge about the economic and cultural impacts of this multi-billion dollar industry. Since Brazil receives over five million tourists annually and generates over six billion in tourist dollars, the industry is important to Brazil’s future POW 4930 Ferreira 100% S 3 11 growth. In this class, taught in Portuguese, students will practice their language skills through the use of diverse materials, including tourist pamphlets, articles from newspapers and academic journals, book chapters, magazine and television advertisements and music. Brazilian Science Fiction--Analyses Brazilian science fiction as a tool for discovering and describing Brazil's POW 4930 Ginway 100% F 3 X experience of modernization. Cross-listed with POW 6930. Brazilian Lyric--Theory and practice of poetry including Modernist legacy, experimental trends, political verse, POW 6385 Perrone 100% S 3 4 song, youth movements, and contemporary phenomena. Individual Work--Independent study of a Portuguese topic, conducted under the supervision of a Portuguese POW 6905 Staff 100% F, S, Su Varies 2 faculty member.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Brazilian Drama--The course opens students to the dramatic traditions of Brazil, including tragedy, melodrama, comedy, political theater, telenovela and the religious auto. The class examines the work of the theatrical groups as POW 6930 well as productions of the stage, television and film within the context Brazil’s social and political culture and key Ginway 100% S 3 X historical moments in the nineteenth and twentieth centuries. Cross-listed with POW 4382.
Brazilian Science Fiction--Analyses Brazilian science fiction as a tool for discovering and describing Brazil's POW 6930 Ginway 100% F 3 3 X experience of modernization. Cross-listed with POW 4930. Brazilian Cinema--This course examines Brazil’s contributions to world cinema with a focus on contemporary films and their roots in Brazil’s social reality, including issues of race, violence, poverty and social disparities in a PRT 3391 Ginway 100% F 3 X variety of film genres, from Cinema Novo to the New Brazilian Cinema and beyond. Cross-listed with ENG 4135. Brazilian Crime and Detective--This course will trace the history and conventions of crime and detective fiction in general, exploring how authors in Brazil adapted an imported genre to portray Brazilian reality from 1940s to PRT 3930 the present. Students will learn to recognize the distinct types of detective fiction: the traditional deductive or Ginway 100% S 3 6 analytical model, the police procedural, American noir or hard-boiled novel, and literary or postmodern variations on the genre. Cross-listed with LAS 3930.
Favela Brazil--Culture Long seen as urban blight by many, the favelas of Rio de Janeiro have generated a vibrant culture of their own. While these communities are mainly known for their social problems, they nonetheless enjoy PRT 3930 a strong sense of pride and identity. Highly interdisciplinary, this course seeks to understand these communities Ginway 100% F 3 7 through the arts and humanities in photography, art, film, literature, and music, while contextualizing these with studies in history, and the social sciences. Cross-listed with LAS 3930. Public Health Global Public Health--The course examines these health threats, health production, and their relationship with Mcdermott; PHC 3440 social processes from an interdisciplinary perspective. The course also examines how social and technical 25% S 3 57 X X Wood innovations provide new opportunities to address these challenges. Religion Introduction to World Religions--Origin, historical development, and key figures, concepts, symbols, practices REL 2300 and institutions of Judaism, Christianity, Islam, Hinduism, Buddhism, and East Asian traditions, including Various 25% F, S 3 190 X X Taoism, Shinto, and Confucianism. Myth and Ritual--Theory and method in the anthropological and religious studies of myths, rituals, religious REL 3022 specialists, and religious movements using examples from cultures throughout the world. Cross-listed with REL Wright 25% F 3 X 5937. Religion, (Medicine) & Healing--Non-conventional healers and healing practices in religious traditions around REL 3098 Various 25% Su 3 29 X X the globe. Cross-listed with ANT 3930. Religion & Violence--Explores the problem of violence that springs from religious roots in Western, Asian, REL 3148 Peterson 25% Su 3 27 African, and Native American traditions. 25% of LAC case studies. Religion in Latin America--An examination of the main religious traditions in Latin America: native religions, Persaud; REL 3381 Catholicism in its various forms, Protestantism and African-based religions. Cross-listed with LAS 3930 and 100% F 3 4 X X Blumenthal RLG 6387. Indigenous Religions of the World--Introduces the student to the historical and contemporary religious beliefs REL 3938 Wright 25% S 3 8 X and practices of Native peoples of the world. Cross-listed with ANT 3930. Introduction to Haitian Vodou--Explores the structure, content, language, history, rituals, practices, beliefs, REL 3938 origins, temples, songs, rhythms, art, mythology, literature, philosophy, and culture of Vodou in Haiti, the Hebblethwaite 75% F 3 X Americas, and Africa. Cross-listed with HAI 3930, LAS 3930, and ANT 3930.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Religion and Animals--This course examines the place of non-human animals in the cosmologies and ethical systems, as well as in practices and institutions, in various religious traditions. Non-human animals have been important in most religions, playing diverse roles as subjects of myth, objects of sacrifice or worship, and symbols REL 3938 Peterson 25% S 3 10 1 and members of communities. We will explore the interpretations and roles of animals in different religions both to illuminate important elements of the religions themselves and to understand the roles of non-human animals in human history and culture generally. Cross-listed with RLG 5396. Modern Shamanism--This course examines the varieties of religious experience that have come under the rubric of ‘shamanism’ and ‘shaman’. The course will include contemporary shamanisms among traditional peoples; urbanized, non-indigenous movements, especially core shamanism and the neo-shamanic movements; and prophet REL 3938 Wright 50% S 3 8 1 movements of the Americas directly connected to shamanic cosmologies. The societies we will be focusing our attention on in the course of the semester include: Amazonian; Central American; Asian; and North American. Cross-listed with RLG 5937. Sacred Plants--This course explores the sacred relationships constructed among humans and plants in cultures primarily of the Americas. Among topics to be discussed are: plants as concocted to become intermediaries REL 3938 between humans and the divine; plants as constitutive of the “body” of the gods; sacred rituals involving plants; Wright 75% S 3 5 1 human/plant relationships as the privileged locus of discourse on the nature of the divine and spirit worlds. Cross- listed with ANT 3930 and ANG 6930. Religion, Nature and Social Change--Explores relationships between religion, nature, and society as a means to REL 4168 Sanford 25% S 3 7 understand how these relationships reflect and shape social relations among people. Global Islam--With a focus on lived Islam in the contemporary world, the course will provide knowledge about REL 4936 Soares 25% F 3 10 X the diversity and complexity of global Islam and Muslim cultures and societies in global context. Islam in the Americas-Provides knowledge of Islam in the Americas from the 15th century to the present. Cross- Chitwood; REL 4393 75% S 3 7 X listed with LAS 4935. Simmons
Religion and Healing--The focus of the course will be on "non-conventional" healers and healing practices in various religious traditions around the globe. The most important themes we shall discuss are: the "efficacy of religious symbols" for the healing process; cross-cultural notions of the body, of pain, and healing; embodiment of healing powers by religious specialists; ritual performances and their meanings; the importance of sound, sonic RLG 5937 imagery, and music to healing processes; the relations of healing practices to cosmology, metaphysics, and sacred Wright 25% F 3 4 X X narratives; and, finally, the transformations of self and meaning that emerge during or from a cure. The healing traditions we shall read about, by ethnic groups or geographical regions, are the following: (1) indigenous peoples of the Americas and urban mestizos of Latin America; (2) Asian and Southeast Asian; (3) African and African- derived traditions; (4) charismatic Christianity and Pentecostalism. Cross-listed with RLG 6126.
Myth and Ritual--Theory and method in the anthropological and religious studies of myths, rituals, religious REL 5937 specialists, and religious movements using examples from cultures throughout the world. Cross-listed with REL Wright 25% F 3 X 3022.
Religion and Healing--The focus of the course will be on "non-conventional" healers and healing practices in various religious traditions around the globe. The most important themes we shall discuss are: the "efficacy of religious symbols" for the healing process; cross-cultural notions of the body, of pain, and healing; embodiment of healing powers by religious specialists; ritual performances and their meanings; the importance of sound, sonic RLG 6126 imagery, and music to healing processes; the relations of healing practices to cosmology, metaphysics, and sacred Wright 25% F 3 X X narratives; and, finally, the transformations of self and meaning that emerge during or from a cure. The healing traditions we shall read about, by ethnic groups or geographical regions, are the following: (1) indigenous peoples of the Americas and urban mestizos of Latin America; (2) Asian and Southeast Asian; (3) African and African- derived traditions; (4) charismatic Christianity and Pentecostalism. Cross-listed with RLG 5937.
Religion in Latin America--An examination of the main religious traditions in Latin America: native religions, RLG 6387 Persaud 100% S 3 4 X Catholicism in its various forms, Protestantism and African-based religions. PR/Award # P015A180146 Page e238 University of Florida | Course List C38 Appendix C UF Latin American Studies
Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Sociology, Criminology and Law Policing in the Americas--This course compares the creation and development of police forces in the U.S., Venezuela, Chile, El Salvador, and Nicaragua, looking at how the contexts and histories of each place shaped police organizations and practices. It also discusses contemporary issues in policing, including topics such as CCJ 4934 Hanson 100% F 3 X community policing, terrorism, technological advancements, and immigration. The course also looks at the current challenges to policing in the Americas, discussing how social movements, police violence, as well as changes in the global economy might shape policing in the future. Cross-listed with LAS 4935. Environmental Sociology--This course offers a survey of sociological theories and ideas in the specialty area of environmental sociology, as well as other sociological ideas applied to environmental topics. In contrast to a previous course, “Environment and Society”, which took a “topic-oriented” approach to the material, this class SYA 4930 Perz 25% F, S 3 X X will take a more “idea-oriented” approach, drawing on theories in order to evaluate their assumptions and applicability. This course will however be case-oriented, as it will also take up a large array of specific issues concerning the relationships of society and environment. SYA 4930 Latino/a Migration-- This course explores the process of Latin American migration to the US. Dhuman 50% S 3 11 X X
Race & U.S. Latina/os Race--has been conceptualized as an idea, identity, ideology, a schema, performance, skin color, biological distinction, demographic characteristic, status-based characteristic, social construction, SYA 4930 hierarchical classification system, structure, political project, myth, and others. In this course we will probe Vargas 50% S 3 3 X definitions of race and racism, and consider the multitude and divergent ways that Latina/os conceptualize, experience, and challenge some of these notions. Cross-listed with LAS 4935, LAS 6938, and SYA 7933.
Globalization--This course examines globalization in all its diverse forms of worldwide interconnection. Such interconnections include economic ties, political ties, social ties, and ecological ties. The course allows students to SYA 4930 describe the main economic and political interdependencies shaping our world, understand the debates over Overdevest 25% F 3 X X globalization and why it is such a contested term, and critically engage different intellectual arguments about the desirability of global economic and political trends and alternative possible futures.
Environmental Governance--Participants in this course explore the roles of governments, markets, and civil society in the creation, adoption and implementation of environmental rules and norms. The course evaluates leading environmental policy strategies, including traditional state regulation, market-based incentives and Overdevest; SYA 7933 regulation created by private actors (civil society and corporations/CSR). Increasingly, the interactions between 25% F 3 7 X Tucker different forms of regulation figure prominently in debates on governance. Empirical examples of governance arrangements from different parts of the world and different domains (climate change, forestry, fisheries, agriculture, air quality) highlight challenges and opportunities. Cross-listed with ANG 6930 and LAS 6938.
Environment and Society--Social foundations of environmental problems, and social responses to environmental SYD 4510 Perz 25% F 3 49 issues, including contestation, conflicts and movements. Soil and Water Sciences Forest & Soil Ecosystem Services--A systematic overview and basic understanding of the concept of ecosystems Comerford; SWS 6932 services from interdisciplinary and international perspectives. Taught in conjunction with University of Georgia- 25% F 3 X X Enloe Athens. Spanish Romance Language Teaching Methods--Required of all graduate students who will be involved in teaching and FOL 6943 Wooten 50% F 3 5 X have not had a similar course elsewhere. Teaching Training course. Intro to Literature-- This course examines the unique and changing role literature has played in individuals’ lives and in society. It is centered on three deceptively simple questions: What is literature? Why do we write literature? LIT 2000 Sampedro 50% F, S, Su 3 67 X X And why do we read literature? It introduces students to a range of literary genres, from different countries and historical periods. Beginning Spanish I--The first course in the basic Spanish language sequence. Focus is on developing basic SPN 1130 Various 100% F, S, Su 5 934 4 X X communication skills in reading, writing, speaking and listening. PR/Award # P015A180146 Page e239 University of Florida | Course List C39 Appendix C UF Latin American Studies
Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Beginning Spanish II--The second course in the basic Spanish language sequence. Focus is on developing basic SPN 1131 Jimenez 100% F, S, Su 5 985 1 X X communication skills in reading, writing, speaking and listening. Accelerated Spanish--This course is for students with prior study of Spanish but insufficient preparation to SPN 1134 advance to intermediate (2000-level) coursework. Successful completion of SPN 1134 with a grade of C(S) or San Juan 100% Su 5 9 X X better satisfactorily fulfills the College of Liberal Arts and Sciences' foreign language requirement. Elementary Spanish-Progress and Review--The primary goal of the Beginning Spanish courses is to offer students an introduction to basic communicative skills in Spanish while developing an awareness and appreciation SPN 1180 Gil 100% S 3 27 X X of Hispanic/Latino cultures. The courses take their goals from the Standards for Foreign Language Learning in the 21st Century, also known as the 5 Cs. Intermediate Spanish I-- Focus on developing intermediate skills in reading, writing, speaking and listening, SPN 2200 Staff 100% F, S, Su 3 289 1 X X building communicative competence, and enhancing cultural awareness. Intermediate Spanish II--Focus on continued development of intermediate skills in reading, writing, speaking SPN 2201 Staff 100% F, S 3 275 X X and listening, further enhancing communicative competence and cultural awareness. Intensive Communication Skills--Preparation for 3000 level courses. The course concentrates on developing the SPN 2240 Staff 100% F, S, Su 3 219 X X ability to understand both oral and written Spanish. Introduction to Reading and Writing for Bilinguals-- This is the first in the sequence of courses designed specifically for bilingual students. It aims to expand and improve their formal knowledge of Spanish. This SPN 2340 Torres 100% F, S 3 15 X X objective will be carried out by introducing students to the basic rules of grammar and spelling that govern the language. Spanish in the Health Profession--Equips students with the skills to execute basic functions of the health SPN 3036 Sotelo 100% F, S, Su 3 72 X X profession as well as understand and articulate conversations using medical terminology. Applied Spanish: College Life in Latin America--In the typical “Latin American Culture” course, topics covered include “Religion,” “Politics,” “History,” “Music,” and the like. However, college (or “campus”) life—even though it is directly related to all these topics—is rarely discussed in detail. This course attempts to fill SPN 3224 Moreland 100% F, S 1 21 X that gap. In SPN 3224 we will take a broad look at university life in a variety of Spanish-speaking countries, and highlight the similarities and differences between what it is like to be a college student in the United States and in Latin America. Applied Spanish: Spanish Creative Writing--This course explores and develops students' creative potential at Rivero Santa SPN 3224 100% S 3 4 the level of written language through constant practice and group feedback. Cruz
Applied Spanish: Human Rights Latin America--The course introduces multiple perspectives about lives, identities, and collective experience of people from marginalized community members (women, the poor, peasants, immigrants, and indigenous people). By integrating history, literature, and film this one-credit class will SPN 3224 examine the ways that societies across national boundaries deal with human rights issues. The social and political Pinzon 100% F 3 15 X X landscape of the everyday and the collective experience of people have developed works like testimonial narratives, movies, and documentaries. These works are united in the most important cultural traditions of the twentieth-century and have articulated life and history as integral elements of the human conscience.
Applied Spanish: Latin American Families--The class explores Latin American families and their representation through the analysis of literature, film, comics and popular contemporary sitcoms. Four key SPN 3224 concepts are used as the theoretical framework for this analysis: familismo,ma rianismo, machismo and pers Murillo 100% S 1 14 onalismo. These cultural variables will be surveyed and interpreted through the family dynamics presented in the mentioned aesthetic productions. Applied Spanish: Living La Vida Caribeña--The goal of this course is to explore through conversations the cultural identity of the people of the Caribbean and the extraordinary historical and social events that shaped the SPN 3224 life of today’s Caribbean. The course is designed to provide students with an overview of the contemporary Restrepo 100% F 1 15 X X Caribbean society and culture, while talking about selected topics of interest to understand the past and modern Caribbean life.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
Applied Spanish: Pop Culture in Latin America--In this student-centered course, we will explore a wide variety
of “pop culture topics” that dominate daily headlines (and discourse) in the Spanish-speaking countries of the SPN 3224 Moreland 80% F, S 1 21 X X Americas (including the United States). Weekly discussions will focus on a central theme and/or specific country, but will also depend heavily on the news items selected by all students prior to that day’s class.
Spanish Grammar and Composition I-- Intensive language course designed to develop students' mastery of SPN 3300 Staff 100% F, S, Su 3 181 X X grammatical principles, increase their vocabulary and enhance their writing and compositional skills. Spanish Grammar and Composition II--Continues review of Spanish grammar begun in SPN 3300, while SPN 3301 Staff 100% F, S 3 42 X X concentrating on intensive practice in writing expository Spanish. Spanish and Grammar Composition for Bilingual Speakers-- The main objectives of this course revolve around language issues that present particular challenges to those students who have learned Spanish in an informal way, SPN 3350 Jordan 100% F, S 3 X X that is, by hearing and speaking it with family and friends, or by having spent a considerable amount of time residing in a country where Spanish is spoken. Advanced Spanish Conversation II--Authentic materials of the Hispanic world are used to improve students' SPN 3414 Staff 100% F, S 3 34 X X listening-comprehension and speaking skills for both formal and informal situations. Commercial Spanish--An introduction to the vocabulary and business practices of the Hispanic world. Emphasis SPN 3440 Moreland 100% S 3 24 X on oral and written business communications.
Marketing and Advertising in the Spanish-Speaking World--An introduction to the related fields of marketing and advertising as they pertain to the Spanish-speaking world. Focuses on marketing campaigns and advertising SPN 3442 strategies, in print and on television. Emphasis on the cultural element(s) and context(s) of marketing/advertising Moreland 75% F 3 25 campaigns. Covers a representative sampling of Spanish-speaking countries, with special attention to Spain, Mexico, Argentina and the United States. Group work required for some class projects.
Spanish Translation and Interpretation: Theory and Practice--Provides an introduction to the theories and
principles of translation and interpretation, combined with practice in English-to-Spanish and Spanish-to-English SPN 3451 Braylan 100% F 3 21 X translations. Working individually and in groups, students will acquire translation techniques for a variety of genres, such as literary texts, letters, legal documents, newspapers, commercial advertisements, etc.
Culture and Civilization of Spain--A survey of Spanish history, customs and the arts from ancient times to the SPN 3510 Sampedro 25% F 3 X present; devotes considerable attention to life in contemporary Spain since the death of General Franco in 1975.
Culture and Civilization of Spanish America--Focus on the rich and often conflictive diversity of the Americas, SPN 3520 Various 100% F, S 3 46 X as well as the historical experiences that allow us to speak of the Americas as a whole.
Introduction to Hispanic Linguistics--Initial overview of central theories and applications of linguistic analysis SPN 3700 Various 100% F, S 3 127 X X in the study of Spanish. The phonological, grammatical, discursive and social structures of Spanish are considered.
Spanish for the Legal Professions--Prepares students for professional work in legal professions in a Spanish- speaking environment. Enables students to understand legal texts and arguments, write documents and express SPN 3831 Moors 100% S 3 17 themselves using legal vocabulary. Covers a broad mix of practical legal terminology, vocabulary and conversational skills. Conducted entirely in Spanish. Contemporary Mexican Literature--Analysis of Mexican literature of the 20th and 21st century as well as a SPN 3930 letter and a poem of Sor Juana. Historic events and biographies, literary and social events as well as literary Hind 100% F 3 12 X technique will be studied. Contemporary Music in the Spanish Speaking World--Studies the motivations behind musical production in SPN 3930 Moreland 100% S 3 22 X the Spanish-speaking community as well as the culture produced by the product. Spanish for Educators--This course is designed for learners interested in teaching Spanish as a World Language SPN 3930 and/or increasing their linguistic and cultural expertise to work with educational stakeholders in Spanish in K- 12 Wooten 100% F 3 13 contexts. PR/Award # P015A180146 Page e241 University of Florida | Course List C41 Appendix C UF Latin American Studies
Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Spanish Service Learning--Engages students in the local Spanish-speaking community through academic SPN 3948 investigation and service work. Consists of classroom meetings, community projects outside of class, and Navajas 100% F, S, Su 3 37 X X reflective assignments; may be taken a maximum of one time on UF's campus and one time abroad. Advanced Composition & Syntax--Emphasizes the finer aspects of Spanish syntax, vocabulary and style that SPN 4420 Staff 100% F, S 3 38 X X give the advanced student difficulties. Spanish Second Language Acquisition--Overview of second language acquisition theory with discussion of Zahler; Lord- SPN 4713 empirical studies on the acquisition of Spanish. Emphasis on research design and the analysis of oral or written 100% F, S 3 21 X X Ward production of learners of Spanish. Spanish Phonetics--An introduction to an analysis of the sound system of Spanish from both an articulator and an SPN 4780 Lee Ko 100% F, S 3 21 X acoustic perspective. Sociolinguistics of the Spanish Speaking World--General overview of issues in sociolinguistics: language SPN 4822 variation, language contact, discourse analysis, language attitudes, policy, and social factors in language Aaron; Zahler 80% S 3 23 X acquisition. Structure of Spanish--Explores syntactic, morphological and semantic aspects of Spanish. Affords the student a SPN 4850 de Prada Perez 50% F 3 24 X chance to develop written competency and awareness of structural alternatives. Spanish Bilingualism--Examines the internal and external factors that lead to and result from bilingualism in de Prada Perez; SPN 4851 regions where Spanish is spoken. Organized into three primary components: social aspects; linguistic aspects; 100% S 3 27 X Valdes Kroff political and educational aspects. Individual Work--Independent study of a Spanish topic, conducted under the supervision of a Spanish faculty SPN 4905 Various 50% Su 1-3 1 member.
Language and Thought--The course has the objective to evaluate the interaction of linguistic processes with the SPN 4930 Valdés Kroff 100% F 3 25 X cognitive processes. We examine the principal topics that provide psycholinguistics and embodied cognition.
Spanish in the United States--Examines various facets of the presence of Spanish and its speakers in the United SPN 4930 Zahler 25% F 3 25 X States including code-switching and "Spanglish" as well as questions of identity and borders. Spanish Variation--This course considers the different sincronic variations such as the social, regional and SPN 4930 Zahler 100% F 3 17 stylistic variations and its relation with the change (diachronic variation) in the natural languages. Research Methods in Bilingualism--Structural and sociocultural analysis of the Spanish language in contact with SPN 4930 other major languages: Quechua, Aymara, Guarani, Basque, Catalan, English, Portuguese, and African languages. de Prada Perez 50% S 3 14 X Cross-listed as SPN 6735 Spanish Dictionaries--This course addresses the delimitation of the dictionary concept, typology of dictionaries, history and panorama of Spanish monolingual lexicography, practical considerations in the preparation of SPN 4930 monolingual dictionaries: macro- and microstructure, overview of bilingual English / Spanish lexicography, and Pharies 50% S 3 14 practical considerations in the preparation of English / Spanish bilingual dictionaries. Cross-listed with SPN 6735. Community Language Use-UF in Seville-- Learning Spanish through cultural and community immersion at the SPN 4930 Universidad Internacional Menendez Pelayo (UIMP). UIMP is one of the oldest and most prestigious universities Valdés Kroff 25% Su 3 11 X X that offers extensive summer programs in Spain. Spanish Phonetics and Phonology--Explores the Spanish phonological system from the perspectives of linear and non-linear generative phonology, comparing and contrasting the most popular models and theories used in SPN 6480 Lord-Ward 25% F 3 X literature today. Theories are subsequently applied towards broader issues of language acquisition, use and maintenance.
Foundations of Hispanic Linguistics--Introducing theoretical linguistics, exploring research methods employed SPN 6705 in the field, and showcasing the research areas represented in the department. The course is divided in three main Aaron 100% F 3 X units: introduction to theoretical linguistics; introduction to research methods; current research. Taught in Spanish.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Research Methods in Bilingualism--Structural and sociocultural analysis of the Spanish language in contact with SPN 6735 other major languages: Quechua, Aymara, Guarani, Basque, Catalan, English, Portuguese, and African languages. de Prada Perez 50% S 3 5 X Cross-listed with SPN 4930. Spanish Dictionaries--This course addresses the delimitation of the dictionary concept, typology of dictionaries, history and panorama of Spanish monolingual lexicography, practical considerations in the preparation of SPN 6735 monolingual dictionaries: macro- and microstructure, overview of bilingual English / Spanish lexicography, and Pharies 50% S 3 2 practical considerations in the preparation of English / Spanish bilingual dictionaries. Cross-listed with SPN 4930.
Bilingual Language Control--In this survey course, we begin by overviewing the now well-established finding
that a bilingual’s languages are co-active to varying degrees—both at the lexical and sentential level; and the SPN 6735 Valdés Kroff 100% F 3 3 X subsequent models that have been developed to account for bilingual language control. Subsequently, the course explores current debates on whether domain-general cognitive control aids in bilingual language control.
Code-Switching--The course offers an overview of the phenomenon from a sociolinguistic, syntax-theoretic, and SPN 6735 de Prada Perez 50% F 3 6 X phonological point of view. Additionally, different research methods of the study of CS will be discussed.
Issues in Second Language Acquisition--The goal of this course is to focus on the role of context in the process SPN 6735 Lord-Ward 100% F 3 6 X of learning and/or acquiring a second or foreign language. SPN 6735 Lab Phonology--The course deals with the use of experimentation to explore phonological theories. Lee Ko 100% S 3 5 Psycholinguistics--The primary goal of this course will be to introduce the core themes of psycholinguistics, using multilingual speakers as the case study. We will begin with issues concerning the acquisition of core linguistic levels, continue with lexical processing (e.g. how do multilingual speakers process cognates [piano] and false SPN 6735 Valdés Kroff 100% F 3 3 X cognates [fin]?), and finish with sentence processing (e.g. How do the two languages influence each other in predictive processing or when resolving syntactic ambiguity?), examining both production and comprehension throughout. Spanish Second Language Acquisition--This course investigate the theories and processes involves in the SPN 6735 acquisition of a second language focusing on the study of Spanish by speaker of a different language (generally, Valdés Kroff 75% F 3 5 but not always, English). History of the Spanish Language--Phonological, morphological, syntactic, and lexical evolution of Spanish SPN 6845 Aaron 50% F 3 X language from Latin. Structure of Spanish--This course introduces the basic theoretical tenets of generative syntax in order to explore de Prada Perez; SPN 6855 core issues in Spanish syntax: the Null Subject Parameter, Subject Position, Clitic climbim, etc. In addition, other 100% F 3 4 X Aaron approaches to syntax are discussed. Supervised Teaching--Required of all students teaching in the Lower Division Language Program. This course is SPN 6940 designed to provide them with ongoing professional development and to ensure sufficient supervision of their role Wooten 100% F, Su 3 4 X X as language instructors.
Topics in Latin American and Spanish Culture and Film--Provides a broad survey of topics and issues SPT 3930 pertaining to Latin American (including Brazilian) and Spanish contemporary culture through the analysis and Jordan 80% S 3 24 interpretation of texts and films. Coursework is organized by country, theme, or genre on a rotating basis.
Survey of Spanish American Literature--Discovery to Independence Overview of Spanish-American literature SPW 3030 Sorbille 100% S 3 36 1 X X and its cultural context from the European conquest of the Americas to the 19th century. Introduction to Spanish Literature I--Selected readings in epic, lyric, ballad and popular poetry, early forms of SPW 3100 recreational and didactic prose and dramatic works from Spain's Medieval and Golden Ages are presented with Armon; Michel 25% F, S 3 24 X X attention to form and historical context. Introduction to Spanish Literature 2--Provides an overview of Spanish literature and its cultural context from SPW 3101 the 18th century to the present. Introduces principal literary movements and authors and trains students to read Staff 50% F, S 3 25 X X critically and to analyze literary Spanish. PR/Award # P015A180146 Page e243 University of Florida | Course List C43 Appendix C UF Latin American Studies
Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Mexican Literature--This course introduces students to Mexican literature from colonial times (New Spain) to SPW 4190 Hind 100% F X what we know today as the Mexican Republic. Contemporary Spanish American Narrative II- The 1960s fiction and after, including the New narrative, the SPW 4283 Boom, and the Post-Boom; broader cultural characteristics and theories of understanding the period. Cross-listed Jimenez; Hind 100% F, S 3 8 X with SPW 6285 Readings in Spanish Drama of the Golden Age--Variable readings in Spanish Classical Theater by Lope de Vega, Pedro Calderon de la Barca, Tirso de Molina and others, including entremeses and Autos sacramentales. SPW 4310 Armon 25% S 3 15 Focuses on the comedians appeal to lettered and unlettered spectators and its potential for mass control and social protest. Readings in Spanish American Essays--Examination of major texts from the early nineteenth century to the SPW 4364 present focusing on such themes as the search for identity, or the definition of ethnic, racial, social and class Barradas 100% F 3 16 categories. U.S. Hispanic Literature--Reading, discussion and analysis of works by U.S. Hispanic or Latino/a writers with an SPW 4521 examination of the cultural life and social conditions of the Puerto Rican, Cuban and Chicano communities in the Barradas 50% S 3 X U.S. and in communities of origin. Methamorphosis Gender/Self--This course explores various representations of the plasticity of the masculine and SPW 4930 feminine genres in the poetry, theater, essay and narrative prose of Imperial Spain and its territories from 1492 to Sampedro 75% F 3 2 X 1700. Lit, Film, Psych Theory--This course has a double and simultaneous intellectual objective: a) to interpret with depth, and from a psychoanalytical perspective, how the literary / filmic texts presented in the course reflect SPW 4930 Sorbille 100% S 3 17 X historical / political situations in Latin America and b) to introduce in a very general way some elements of the counterintuitive but rigorous theory of the subject by Jacques Lacan and Sigmund Freud. Metamorphosis: Gender and Identity in the Transatlantic Context (1492-1700)--This course explores various SPW 4930 representations of the plasticity of the masculine and feminine gender in poetry, theatre, essay and narrative prose Armon 75% S 3 2 X in the Imperial Spain and its territories between 1492 until 1700. Colonial Spanish American Literature--Readings, research, and discussion on literary, historical, and legal 16th, SPW 6209 Barradas 100% S 3 6 17th, and 18th century texts in Spanish written in/about colonial Latin America. Spanish Novel in the 19th Century-- Analyzes the evolution of the Spanish narrative during the second half of SPW 6269 Alvarez-Castro 50% F 3 5 the 19th century. Contemporary Spanish American Narrative II- The 1960s fiction and after, including the New narrative, the SPW 6286 Boom, and the Post-Boom; broader cultural characteristics and theories of understanding the period. Cross-listed Jimenez; Hind 100% F, S 3 6 with SPW 4283. Golden Age Drama--The dynamic critical field of theatrical adaptation ushers Golden Age comedies by Lope, Calderón, Tirso, and their kin into contact with problems of representation, directorial freedom, low versus high SPW 6902 culture, and the limits of interpretation and translation. In this course, we will learn to read and interpret theatrical Armon 25% S 3 4 texts from the perspective of their performance, seeking in (and between) the lines clues for their casting, staging, translation, and adaptation. Literary Theory-- This course studies the styles of contemporary literary criticism. Emphasis on Mexico and SPW 6902 Hind 100% F,S 3 X X Latin American literary movements. Spanish Romanticism--Analyzes literary works of Spanish Neoclassical and Romantic periods in light of their SPW 6902 Alvarez-Castro 50% F 3 4 social, historical and ideological contexts. Individual Work--Independent study of a Spanish topic, conducted under the supervision of a Spanish faculty Valdés Kroff; SPW 6905 50% F, Su 1-3 8 X X member. Barradas Seminar in Spanish American Literature & Culture--Analysis of themes and directions in contemporary SPW 6934 Sorbille 100% F 3 6 Spanish American literature and culture, including feminist literary and cultural criticism. Supervised Research--M.A. and Ph.D. students may register for 1-5 semester credits, up to a maximum of 5 SPW 6910 Alvarez-Castro 50% Su 1-5 3 X X semester credits at the University of Florida, while conducting research.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Practicum in Advanced College Teaching--Practical training for advanced doctoral students teaching 3000-level SPW 6945 Dwyer Navajas 100% F, S 2 3 X X courses (i.e., SPN 3700, SPN 3510/3520, SPN 3948, SPW 3030/3031/3100/3101). Advanced Research--For doctoral students before admission to candidacy, that is before passing their Qualifying SPW 7979 Various 50% F, S 1-3 6 X X examination and after completion of all the required courses for their doctoral program. SPW 7980 Doctoral Research-- Course for doctoral students after they have been admitted to candidacy. Various 50% F, S, Su Varies 35 X X Telecommunication Noticias en Español WUFT-- Special study in Spanish language news production. Possible roles include writer, reporter, sports reporter/anchor, and co-anchor/executive producer. For the Live TV cast, producer, associate Mena; RTV 4930 producer, writer, reporter, sports reporter/anchor, and co-anchor, entertainment reporter/anchor, camera operators, 100% F, S, Su 3 18 X X X Alexandrino teleprompter. Supported with Title VI funds for the promotion of Spanish language training and Latin American Studies in the professional schools. Theatre and Dance Basic Modern Dance--Experience in beginning level technique, readings, observations and movement DAA 2104 Frosch 25% F, S, Su 2 116 X X exploration. World Dance/Intercultural Performance--An introduction to the performance of traditional and popular dance DAA 2381 Staff 25% F, S, Su 3 156 2 X X styles representing a selection of world dance perspectives. Dance Appreciation for the 21st Century--An examination of dance as a form of communication and as an art; a DAN 2100 cross-cultural survey of the theories and styles of dance and their relationships to societal contexts, and to other art Farnum; Pozek 25% F, S, Su 3 203 X X forms. Dance History--The course examines dance over time and how its history is constructed. Working with primary DAN 4124 and secondary sources, the student analyzes dance calling upon various frames of reference to contextualize Frosch 25% S 3 20 X X practices, personages, and institutions in time. Advanced Studies in Music Theatre--Acting Analysis and preparation in musical theatre styles, repertoire and TPP 3253 Mata 25% F 3 2 X X technique. Vocal skills and choreography techniques and audition techniques are examined. Tourism, Recreation and Sport Management Principles of Travel and Tourism--Overview of the travel and tourism industry. Course content covers historical, LEI 3301 Various 25% F, S 3 103 1 X X behavioral, societal and business aspects of travel and tourism. Entrepreneurship in Tourism, Recreation and Sport Management--Analyzes the entrepreneurial opportunities Almeyda LEI 3843 in tourism, hospitality, recreation, events and sport by examining the process of creating, planning and managing 25% F, S 3 86 X X Zambrano business ventures in these sectors. Research Methods in Tourism, Recreation, & Sport Management--This course will provide students with a broad understanding of how to design and conduct research in Tourism, Recreation, and Sport Management Almeyda LEI 4880 (TRSM) and related fields. The objective of the course is to prepare students to investigate a research question of Zambrano; 25% F, S 3 115 X X their interest. To this end, students will learn the foundations of the scientific method and will conduct an Fesenmaier overview of quantitative and qualitative research approaches.
Ecotourism--A study of the history, practice, and current issues of nature based tourism. Principles and problems LEI 6325 Thapa 25% S 3 8 X X for natural resources and host populations. Includes material from leisure studies, ecology and economics.
Heritage Tourism--Theory, practice, history, terminology and current issues of cultural heritage tourism planning LEI 6351 and management. Basic survey of cultural and heritage components: motives and behaviors of heritage tourist Thapa 25% F 3 X attractions (museums, arts, festivals/events, and landscapes), interpretation, economics, and policies. Urban and Regional Planning Sustainable Innovations in Global Health--This course will be an interdisciplinary, cross-sector exploration into innovations and their sustainability in global health. Students will consider the relationship, alignment, divergence DCP 4930 Widmer 25% S 3 30 1 and tipping point between innovation and sustainability in global health across different systems-based inputs such as context, culture, technology, measurement, scale and policy
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Cities of the World--Comparative case studies of contemporary cities in both industrialized and developing Ptschelinzew; URP 3001 25% F, S 3 454 2 X X countries. Hwang Urban Land Economics--This course examines the economic, social, institutional, political, and various other factors associated with the use of land. Economists view land as one of the factors of production and thus attach URP 6542 Staff 25% S 3 2 1 X greater value to it. This course will incorporate fundamentals of economics of land, influence of market and non- market factors on the value of land, and impacts of public policy on the land use and value. Introduction to International Development--The purpose of this course is to examine critically the wide array of institutional actors that play a role in addressing development issues in poorer nations within the context of international development strategies. In the process of assessing how planning and implementation are pursued by URP 6610 Silver 25% S 3 8 X such institutions as the World Bank, the United Nations, regional development agencies, bi-laterals and Non- Government Organizations (NGOs), the course will expose students to some of the dominant strategies and emerging perspectives on international development.
International Perspectives in Urban and Regional Planning--This course carefully selects critical topics and case studies from around the world and encourages student to evaluate and develop different strategies and URP 6905 corrective course of actions. Students are expected to analyze and solve problems using skills such as critical Alakshendra 25% S 3 1 3 X thinking, conceptual thinking, innovative thinking, and intuitive thinking. This course provides global insights to students and prepares them to think critically to solve real life local and global problems in more informed way.
Wildlife Ecology and Conservation Biodiversity Conservation from a Global Perspective--Introduction to the relationship between humans and the WIS 2552 global biotic environment that supports them. Explores human patterns of resource use and population biology, Moulton 25% F, S 3 642 X X and the earth's biodiversity resources. Wildlife Ecology and Management--Examines wildlife as a natural resource, with emphasis on principles of WIS 3401 Giuliano; Soto 25% F, S 3 150 X X conservation, ecology, and management. Tropical Wildlife--An interdisciplinary course that teaches the ecology of animals and the socio-economics of WIS 3434 wildlife use. The first part of the course deals with the biology of tropical wildlife and the second with the Blake 50% F 3 23 historical, economic and political aspects of the use and management of tropical wildlife. Landscape & Ecological Conservation--Central constructs and methods of landscape ecology are applied to WIS 4203 wildlife ecology and conservation. Throughout the course, we discuss real-world problems in ecology, Fletcher 25% S 3 19 X management, and conservation. Wildlife Habitat Management--Application of land management practices and their effects on wildlife and Giuliano; WIS 4427 25% S 3 15 habitats in Florida and elsewhere. Duncan Conservation Biology--Overview of the major problems in conservation and of the biological principles and WIS 4554 Staff 25% F 3 31 X X theories to preserve this diversity. 25% LAC case studies.
UF in Belize- Field Methods in Ecology in the Tropics--In these co-taught courses, students will actively
experience field techniques used by researchers to examine terrestrial natural resource ecology and conservation in Andreu; WIS 4905 100% Su 3 8 X X the tropics, with Belize as a case study. A combination of lectures, readings, discussions, labs, field trips, and a Giuliano research project will provide hand-on, practical experience. Cross-listed with FOR 4905 and FOR 6905.
UF in Belize- Field Methods in Conservation in the Tropics--In these co-taught courses, students will actively
experience field techniques used by researchers to examine terrestrial natural resource ecology and conservation in Andreu; WIS 4905 100% Su 2 8 X X the tropics, with Belize as a case study. A combination of lectures, readings, discussions, labs, field trips, and a Giuliano research project will provide hand-on, practical experience. Cross-listed with FOR 4905 and FOR 6905.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds UF in Belize- Veterinary Medicine--In this course, students will actively experience wildlife veterinary medicine at the Belize Zoo. The Zoo is regarded as the best of the West outside of the U.S., and has all native species Heard; WIS 4905 including the largest collection of jaguars. Students will work with Instructors and Zoo Staff providing annual 100% Su 3 14 X X Wellehan examinations of 1-5 species and treatment, as needed. Students will receive a focused understanding of zoo wildlife veterinary medicine. UF in Belize- Marine Ecology and Conservation--In this course, students will actively experience marine organisms and habitats, peoples, and conservation issues, solutions, practices, and practitioners in the tropics, with Mattes; WIS 4905 100% Su 3 9 X X Belize as a case study. Belize has a diversity of coastal and marine ecosystems, the second largest barrier reef Giuliano system in the world, and is renowned for its marine life and conservation practices. Global Change Ecology--This course will provide a broad overview of patterns and processes in global change WIS 4934 biology. Students will gain an understanding of how climate change as well as other human disturbances impacts Scheffers 25% S 3 13 X ecological processes from the gene to ecosystem level. Research Design in Wildlife Ecology--Scientific philosophy and logic of modern ecological approaches, and WIS 5496 Sieving 25% F 3 X X practical research design as applied to wildlife field ecology. Pattern and Process in Landscape Ecology--Exploration of applied and quantitative methods to explore links WIS 6468 Fletcher 25% F 3 25 X X between landscape patterns and processes. Environmental Interpretation--Theory and practice of environmental interpretation for natural resource WIS 6525 management. Design, implementation, and evaluation of programming about environment for variety of audiences Jacobson 25% F 3 12 and settings. WIS 6905 Wildlife in Tropics-- This course addresses wildlife and conservation topics in the tropics. Staff 25% F 1-6 X Global Change Biology--This course will cover issues of global change in tropical and temperate ecosystems. This class will discuss the key issues leading to environmental degradation and will attempt to draw WIS 6934 Scheffers 25% S 3 9 X similarities/differences between them. There will be an overarching focus on climate change impacts and how these impacts relate to other human caused disturbances. Quantitative Wildlife Ecology--The goal of this course is to provide students with the motivation and training to assess these questions as commonly encountered by natural resource professionals. Upon completing this course, WIS 6934 students will be able to formulate hypotheses related to individuals, populations or communities of animals, design Pine 25% F 3 9 X X studies to test these hypotheses, and analyze actual data sets from different field settings, and present scientific findings following the guidelines for scientific report writing. Women's Studies Sexualities Studies--This course will provide students with a critical genealogy of the contemporary field of sexuality studies by introducing them to major themes in the history of sexuality. The course will also invite students to reflect on many pressing contemporary questions pertaining to sex and sexuality, including, but by no WST 3603 Saunders 25% F 3 72 X means limited to, the following: What is the nature and origin of sexual identity? Is sexual desire naturally occurring or socially constructed? What do our answers to these questions mean for notions such as “sexual freedom,” “sexual liberation,” and “sex positivity”? Black Feminist and Womanist Theory--This course presents an interdisciplinary and transnational body of scholarship on the social, political, economic, cultural, and historical contexts of black women’s lives with a particular focus on black women’s roles in the development of democratic ideas globally. We will use Black Feminism(s) and Womanism as conceptual frameworks for knowledge production about black women’s lives and WST 3930 Celeste 50% S 3 9 X the broader social world. One of the central questions we will ask is who constitutes as a black woman? Considering the experiences of mixed-race African-American women, black women in Latin America and the Caribbean, and immigrant black women, and queer black women will allow us to consider the ways that race, gender, sexuality and nation operate.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds
Gender, Race, Sexualities in Media--In this course we will examine how social identities become legible through
communicative practices connected by language, commercial culture, and social institutions. Students will learn WST 3930 Celeste 25% S 3 21 X and apply Cultural Studies and feminist theories and methodologies to unpack popular representations and taken- for-granted notions about gender, race, class, and sexual orientation as interrelated categories.
Women, Romance, Science Fiction, and Mystery--In this course we will be reading theory, criticism, and popular fiction in an effort to see how feminism has (or has not) been taken up and/or been adapted by popular- WST 4930 culture genres such as the romance and the detective/mystery novel. We will also be discussing possible Hedrick 25% F 3 8 X differences and similarities in novels whose main characters (and authors) are white, of color, straight or queer. Cross-listed with WST 6935.
Capstone Seminar in Women’s Studies--This course (required for all majors) is the culmination of the Women’s WST 4935 Studies major. It explores some examples of past and present scholarship to reaffirm the interdisciplinary nature of Hedrick 25% S 3 17 X the field and to highlight the relationships among feminist theory, intellectual practice, and social change.
Advanced Feminist Theory--Introduction to contemporary theoretical ideas in feminist thought. Often taught WST 6508 Hedrick 25% S 3 1 13 X with a common theme, in and across disciplines.
Feminist/Queer of Color Studies--This graduate level course is a survey course of the scholarship and key debates in the emerging fields of Black Queer/Queer of Color Studies, which have their origins in Black, Chicana, and Latina Feminist Studies. We will take a sociological approach to understanding how race, sexuality, gender, and coloniality affects our understanding of ourselves, and how we experience social life through placing non- WST 6935 heteronormative Black and Latinx Queer subjects at the center of our analyses. We will engage the social Saunders 75% S 3 8 implications of the scientific study on sexuality, engage key theoretical perspectives in the area of queer/sexuality studies, and review empirical studies concerning Black and Latinx queer identities and cultural politics within Africa and the Diaspora in the Americas. Sexuality studies is a large and broad field of inquiry, therefore this course is not exhaustive. Cross-listed with LAS 6938.
Feminist Media Studies--In this course, we will be examining what it means to have a grasp of feminist media literacy that is, how to “read” and interpret media (the internet, television, movies, news, magazines, etc.) in terms WST 6935 Hedrick 25% F 3 2 13 X of how and why each of these mediums deliver us hegemonic (that is, unconsciously normative) and ideological messages about race, class, gender, and sexuality
Global Women of Color--This course will use the scholarly works and experiences of women of color to explore
topics including media and popular culture, immigration, globalization, colonialism, the state, and academia. We WST 6935 Celeste 25% F 3 1 8 will pay particular attention to scholars of U.S. “Third World,” Chicana, Caribbean, and South Asian feminisms as we ask the question, “What is the relationship between women of color feminisms and globality?”
Post Colonial Feminism--Postcolonial feminisms is a broad term that engages the issues of women in the overwhelming majority of the world. That is, postcolonial feminism does not simply address the issues pertaining what it means to be a woman, to experience life as a woman and/or the political investments of people who are feminist identified. The postcolonial in Postcolonial feminisms addresses questions concerning colonialism, imperialism, capitalism, decoloniality/coloniality studies and neo-colonialism. As such, postcolonial feminisms WST 6935 also engages questions concerning culture (religion, gender and sexuality) and includes the process of racialization Saunders 50% S 3 1 6 X as a colonial project and a colonial legacy. Additionally, this course description is also being intentional about challenging our definition of "the west," as there are many countries (Latin America and the Caribbean), that are certainly western, but given their relationship to global power relations, are written out of "the west." Given the broad field of postcolonial feminisms, this course is a graduate-level introductory course to the field, that aims to prepare students for advanced studies in this important area.
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Supported Course LAC 16-17 17-18 18-19 Course Title / Description Instructor Term Hours 16-17 Grad with Title Number Content Ungrad Offered Planned VI funds Women, Romance, Science Fiction, and Mystery--In this course we will be reading theory, criticism, and popular fiction in an effort to see how feminism has (or has not) been taken up and/or been adapted by popular- WST 6935 culture genres such as the romance and the detective/mystery novel. We will also be discussing possible Hedrick 25% F 3 2 13 X differences and similarities in novels whose main characters (and authors) are white, of color, straight or queer. Cross-listed with WST 4935. Testimonio in Latin America: Voices in Pursuit of Justice--This course critically reevaluates U.S. history through testimonio, challenging the myth of exceptionalism by listening to the voices of marginalized peoples WST 6935 from throughout the Americas. These accounts offer us openings to examine the destructive and contradictory Sotelo 50% F 3 X nature of capitalism, opening a space for dialogue on changes within or alternatives to the current system that could accommodate all peoples of the world. Cross-listed with LAS 4935. Gender and Empowerment in Developing Nations-- The course aims to develop not only knowledge but also expertise in a range of skills, such as leadership and training, survey design, focus group discussions, role-play, WST 6935 key informant interviews, or data analysis. For the main assignment, students will work in groups to organize a Serra 25% S 3 X X symposium at the end of the semester, presenting on the different perspectives on gender equity and women’s empowerment from the South. Cross-listed with AFS 6905.
TOTAL 18,193 2,058 -
20, 251
PR/Award # P015A180146 Page e249 University of Florida | Course List C49 Appendix D: Performance Measure Form
PR/Award # P015A180146 Page e250 Appendix D UF Latin American Studies
Goal 1. Expand interdisciplinary research and training initiatives in new and emerging areas Data Baseline and Targets Performance Measures Activities Data/Indicators Frequency Source BL T1 T2 T3 T4 1. Create four new interdisciplinary 1a. Create at least one Number of new Annual Center 0 1 1 1 1 working groups (WG) in emerging interdisciplinary working group a working groups records areas by the end of the grant to year and organize: formed, deepen collaborations between Colloquia series narrative faculty and graduate students across Reading groups summary of colleges and professional schools Workshops activities and Latin American Arts Potential working group products: products and Art History Publications Afro-Latin American New courses Studies Grant proposals Human Rights and Indigenous Politics 4th Emerging Area WG 2. Create three new international 2a. Develop one collaborative Number of new Y1, Y2, and Center 0 1 1 0 1 linkages by end of grant to expand research project in Y1, Y2, and Y4 international Y4 records collaborative research initiatives of the grant to support: linkages with: Digitization of library Bibloteca Nacional de materials Cuba José Martí, the Publications in academic Fundación Antonio Nuñez journals Jiménez and the Hebrew Collaborative grant proposals Cultural Center of Collaborative research Havana’s Beth Shalom projects Synagogue Land Grant Universities Colombia Consortium IDIPAR and Universidad Nacional de Asunción
PR/Award # P015A180146 University of Florida | NRC Performance Measure Form D1 Page e251 Appendix D UF Latin American Studies
Goal 2. Enhance area studies and language competencies of students, especially from underrepresented groups Data Baseline and Targets Performance Measures Activities Data/Indicators Frequency Source BL T1 T2 T3 T4 1. Increase by at least four the 1a. Enhance two LAS courses a Number of Annual Center 0 2 2 2 2 number of technology- year with virtual exchange technology- records enhanced LAS courses and elements (virtual guests, project enhanced accessibility to non-traditional modules with other LAS courses courses, course students when compared to in LA) evaluations baseline 1b. Develop four new online LAS Number of Y2-Y4 Institutional 1 0 1 1 2 courses (grad and undergrad) by online courses records end of grant developed 2. Increase by at least three the 2a. Develop one Research Tutorial Number of new Annual Center 0 1 1 1 1 number of study abroad Abroad (RTA) Program a year RTAs records opportunities for underrepresented students 2b. Develop three study abroad Number of new Grant cycle Institutional 0 3 when compared to baseline programs (such as the Galapagos study abroad records Field School) by the end of grant programs cycle 3. Expand access to LCTLs 3a. Develop one new HC textbook Completion of Grant cycle Center 0 1 (Haitian Creole and by the end of grant cycle HC textbook records Portuguese) by developing four new courses when 3b. Develop two HC online Number of Grant cycle Institutional 0 2 compared to baseline courses by the end of grant cycle online courses records developed 3c. Develop and offer two pipeline Number of Y2-Y4 Center and 0 0 2 2 2 Portuguese courses at Santa Fe courses offered SFC records College
PR/Award # P015A180146 University of Florida | NRC Performance Measure Form D2 Page e252 Appendix D UF Latin American Studies
Goal 3. Build capacity of K-12 education through LAS-enhanced pre-service and in-service training, and increased engagement with schools Data Baseline and Targets Performance Measures Activities Data/Indicators Frequency Source BL T1 T2 T3 T4 1. Increase integration of LAC 1a. Integration of Americas Number of Annual Institutional 0 1 1 1 1 materials into four courses for Awards books and other world courses impacted records pre-service teachers at UF’s regions into one CoE College of Ed (CoE) undergraduate literacy course a year 1b. Offer one Global Studies for Number of times Annual Institutional 1 1 1 1 1 Educators course a year course offered records each year
2. Increase by at least 25% the 2a. In partnership with UF’s Attendance at Annual Conference 40 50 60 75 75 exposure to and integration of NRCs, UF’s COE, state School conference registration LAC materials into K-12 District, and other non-profits, records classrooms at the local, organize one annual international regional, state, and national education conference entitled levels when compared to “Florida Connected” baseline 2b. Offer one summer Global Number of times Y2 and Y4 Center 1 0 1 0 1 Teacher Leadership Institutes teacher institute records (GTLI) on educational and cultural offered issues in Mexico and Costa Rica (Years 2 and 4) 2c. Collaboration with UF COE to Completion of Grant cycle Center 0 1 develop one K-12 Latin American curriculum guide records Studies Curriculum Guide 3. Increase by at least 25% the 3a. Organize six LAS virtual guest Number of Annual Center 100 125 150 175 200 engagement with classroom visits in classrooms a year to students reached outreach students and teachers through supplement suitcase borrows by virtual guest records virtual visits and speakers on visits school campuses when 3b. Organize one LAS guest and Number of Annual Center 100 200 200 200 200 compared to baseline author visit to schools a year students reached outreach records
PR/Award # P015A180146 University of Florida | NRC Performance Measure Form D3 Page e253
Appendix D UF Latin American Studies
Goal 4. Strengthen collaboration with Minority-Serving Institutions and community colleges Data Baseline and Targets Performance Measures Activities Data/Indicators Frequency Source BL T1 T2 T3 T4 1. Increase by 160 the number 1a. Organize one annual one- Cumulative number of Annual Workshop 40 50 100 150 200 of participants benefiting day workshop in Georgia, MSI faculty registration from professional/curricular partnering with the Nine participating in records development opportunities University and College workshops that facilitate the integration International Studies of LAC resources at Consortium of Georgia, which community colleges and includes multiple MSIs (rotating MSIs in Florida and Georgia with other UF NRCs) when compared to baseline 1b. Support 3 faculty a year Number of faculty Annual Center 0 3 3 3 3 from Bethune-Cookman, attending annual records FAMU & Palm Beach faculty to conference attend CLAS’ annual conference
2. Increase by at least four the 1a. Develop one mini-course a Number of mini- Annual Center and 0 1 1 1 1 number of new and enhanced year with University of Puerto courses developed UPR LAS courses developed in Rico records partnership with MSIs and 2a. Offer one Number of syllabi Grant cycle Center and 0 2 community colleges when professional/curricular created or enhanced UPR compared to baseline development grant a year to from UPR records UPR faculty professional/curricular development grants
PR/Award # P015A180146 University of Florida | NRC Performance Measure Form D4 Page e254
Appendix D UF Latin American Studies
Goal 5. Expand LAS outreach to business, media, and the general public Data Baseline and Targets Performance Measures Activities Data/Indicators Frequency Source BL T1 T2 T3 T4 1. Increase by 50% every year Publish and distribute one Latin Number of Annual Center 100 200 250 300 350 the exposure of LAC American Business Report a copies records and outreach activities to year distributed and website business electronic analytics downloads 2. Increase by 300% the Support four local Noticias radio Cumulative Annual Noticias 0 4 8 12 16 exposure of LAC outreach Spanish language programming number of records activities to media by the end a year Spanish of grant when compared to language news Y1 of the grant segments supported 3. Increase by at least 400 the 3a. Sponsor one annual Film Number of Annual Attendance 1500 2000 2500 3000 3000 number of participants Festival and related events attendees at records exposed to LAC outreach organized by the Latina events activities for the general Women’s League public when compared to 3b. Partner with the Harn Number of Annual Attendance 300 350 350 400 400 baseline Museum of Art to support one attendees at records exhibit and one Latin American- events themed Museum Night a year 3c. Sponsor one Bulla Cubana Number of Y1 and Y3 Attendance 0 200 0 200 0 series of events in Years 1 & 3 attendees at records events
PR/Award # P015A180146 University of Florida | NRC Performance Measure Form D5 Page e255
Appendix E: Project Activities and Timeline
PR/Award # P015A180146 Page e256 Appendix E UF Latin American Studies
Project Activities and Timeline Symbols: ◊ indicates a new activity; ■ indicates expanded activity; □ indicates a continuing activity Goal 1: Expand interdisciplinary research and training initiatives in new and emerging areas Year Activity Priority 1 2 3 4 Support Latin American Arts and Art History Working Group ◊ ◊ ◊ Support Afro-Latin American Studies Scholars Working Group ◊ Abs1 Support Human Rights and Indigenous Politics Working Group ◊ ◊ ◊ ◊ Abs1 Develop new Cuba linkage for conservation and digitization of rare materials ◊ ◊ Develop new Colombia linkage focused on post-conflict rural development ◊ ◊ ◊ ◊ Support new Paraguay linkage to develop a FLAS-approved summer language ◊ ◊ program in Guarani Organize Annual Conference – “Jews and the Americas” ◊ Abs1 Organize Annual Conference – “Pachamama: Contemplating Diversity and Abs1 ◊ Ancestry in Latin America Organize Annual Conference – “Ethnographic Horizons of the Americas” ◊ Abs1 Organize Annual Conference – “Exploring Latin American Arts across Time Abs1 ◊ and Space” Support Law and Policy in the Americas Conference □ □ □ □ Abs1 Support professional development travel □ □ □ □ Goal 2: Enhance area studies and language competencies of students, especially from underrepresented groups Develop new Haitian Creole textbook ◊ ◊ ◊ Develop two Haitian Creole online courses ◊ ◊ ◊ Offer pipeline Portuguese courses at Santa Fe College Abs1, ◊ ◊ ◊ CPP1 Support the new VAuLT initiative ◊ Support the publication of the Portuguese Language Journal □ □ □ □ Develop Research Tutorial Abroad (RTA) Program ◊ ◊ ◊ ◊ Abs1 Develop Galapagos Field School and other new study abroad programs ◊ ◊ Abs1 Enhance LAS courses with virtual exchange elements ◊ ◊ ◊ Abs1 Develop online LAS courses ◊ ◊ ◊ ◊ Develop a new Spanish Language Journalism undergraduate certificate ◊ ◊ program Organize LAS Career Workshops and Development Practitioner Forums ■ ■ ■ ■ Abs1 Support International Education Week ◊ ◊ ◊ ◊ Goal 3: Build capacity of K-12 education through LAC-enhanced pre-service and in-service training, and increased engagement with schools Support graduate assistant in COE to help coordinate CLAS initiatives with Abs2, ◊ ◊ ◊ ◊ COE CPP2 Integration of Americas Awards books and other world regions in COE Abs2, ◊ ◊ ◊ ◊ undergraduate literacy courses CPP2 Offer Global Social Studies for Educators course in collaboration with COE ◊ ◊ ◊ ◊ CPP2 Organize international education conference entitled “Florida Connected” Abs2 ■ ■ ■ ■ CPP2 Offer summer Global Teacher Leadership Institutes (GTLI) □ □ Abs2 Together with COE develop a K-12 Latin American Studies Curriculum Guide Abs2, ◊ ◊ ◊ ◊ CPP2 Expand LAS virtual guest visits in classrooms to supplement suitcase borrows Abs1, ■ ■ ■ ■ Abs2 LAS guest and author visits to schools ◊ ◊ ◊ ◊ Abs2 Support NOBLE initiative Abs2, □ □ □ □ CPP1
PR/Award # P015A180146University of Florida | Project Activities and Timeline E1 Page e257 Appendix E UF Latin American Studies
Goal 4: Strengthen collaboration with Minority-Serving Institutions and community colleges Annual workshop partnering with the Nine University and College □ □ □ □ CPP1 International Studies Consortium of Georgia Organize workshops with community colleges and MSIs to promote the ■ ■ ■ ■ CPP1 integration of LAS content Support MSIs Bethune-Cookman, FAMU & Palm Beach faculty to attend ■ ■ ■ ■ CPP1 CLAS’ annual conference Collaborate with University of Puerto Rico to support area-studies through ◊ ◊ ◊ ◊ CPP1 professional and curriculum development activities Support Global Studies Conference on NRC, Community College and MSI ◊ ◊ ◊ ◊ CPP1 Collaboration Collaborate with New World School of the Arts to hold Brazilian Music ■ ■ ■ ■ CPP1 Institute in Miami Goal 5: Expand LAC outreach to business, media, and the general public Sponsor the annual Latin American Film Festival and related events □ □ □ □ Abs1 Partner with the Harn Museum of Art to support exhibits and Latin American- ■ ■ ■ ■ themed Museum Nights Sponsor Bulla Cubana series □ □ Support expanded distribution of Latin American Environment Business ■ ■ ■ ■ Abs1 Report Support local Noticias radio for expanded Spanish language programming ■ ■ ■ ■ Abs1 Support for library travel grants (with priority to scholars from community □ □ □ □ CPP1 colleges and MSIs) Support library digitization projects □ □ □ □ FLAS Awards and Selection Procedures FLAS selection committee will prioritize applicants with financial need in the FLAS □ □ □ □ final rankings CPP1 CLAS will award more than 25% of FLAS fellowships to support FLAS undergraduate and graduate study of Brazilian Portuguese, Haitian Creole, and □ □ □ □ CPP2 other LAC-related LCTLs.
PR/Award # P015A180146University of Florida | Project Activities and Timeline E2 Page e258 Appendix F: Letters of Support
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College of Education 2423 Norman Hall School of Teaching and Learning PO Box 117048 Gainesville, FL 32611-7048 352-392-0726 352-392-9193 Fax http://education.ufl.edu/school
May 22, 2018
To Whom It May Concern:
On behalf of the College of Education and the School of Teaching and Learning, we are writing to support the Center for Latin American Studies’ application for funding as a Title VI USDOE National Resource Center. We have successfully collaborated on several projects, including Latin-American author studies with our preservice teachers, course development to include international perspectives, and the use of technology to support language learning.
We look forward to expanded initiatives promoting undergraduate and graduate student learning, faculty professional development, university-community partnerships, and the integration of area studies across the curriculum
Collaboration with all of the UF National Resource Centers is a priority for COE, as we increase efforts to internationalize the educational experiences of our students. These experiences will better prepare them to teach in schools in our global society.
Sincerely,
Glenn E. Good, Ph.D. Ester de Jong, EdD. Dean and Professor Director and Professor College of Education School of Teaching and Learning Ggood @ufl.edu [email protected]
The Foundation for The Gator Nation PR/Award # P015A180146 An Equal Opportunity Institution Page e261
Macon Cochran Dublin College of Arts & Sciences Eastman 100 University Parkway, Macon, GA 31206 Warner Robins 478.471.2490 mga.edu and online everywhere
April 25, 2018
Dr. Philip Williams, Director Center for Latin American Studies
Dr. Brenda Chalfin, Director Center for African Studies
Dr. Amie Kreppel, Director Center for European Studies
University of Florida Gainesville, Florida 32611
Re: Letter of Support for University of Florida (UFL) Title VI Center Outreach Collaboration with the Nine University and College International Studies Consortium of Georgia Dear Drs. Williams, Chalfin and Kreppel: Greetings from Middle Georgia State University (located 80 miles South of Atlanta) and the headquarters of the Nine University and College International Studies Consortium of Georgia. I am very pleased to hear that the Center for Latin American Studies, the Center for African Studies and the Center for European Studies at the University of Florida have agreed to collaborate with our Consortium during the period 2018 - 2022 on a series of Faculty and Curriculum Development Seminars to be held during 2018, 2019, 2020 or 2021. In each of these years, one of the three UFL national resource centers will send three faculty experts and a center representative to our primary consortium location in Macon or the metro Atlanta area (Clayton State University, Morrow, Georgia) to help train our faculty members on important issues connected to these three world regions. The workshop theme and world region focus will rotate each year. This collaboration with UFL on international/area studies curriculum development will be of great benefit to our teacher and the students they serve. It is appropriate to note here that almost all our consortium schools also offer certificate, degree and graduate programs in teacher training and education. Our consortium represents a group of over 68,000 students. We are committed to internationalization of courses as well as providing opportunities for faculty members and students to experience and understand other cultures. Founded in 1993, our organization is dedicated to developing, coordinating and implementing domestic and overseas international education and foreign language programs on behalf of the participating universities and
PR/Award # P015A180146 Page e262 colleges. You will also be interested to learn that diversity of our student bodies is our major strength. Two of our members schools, Fort Valley State and Albany State, are Historically Black Colleges and Universities (HBCUs). A number of other institutions including Clayton State University enroll between 75 and 25% traditionally under represented students. Overall, more than 58% of the students in our consortium do not belong to the mainstream. Therefore, we urgently need your help to increase the knowledge, understanding and awareness of students to issues pertaining to Latin American, African and European Studies so that our young men and women can adapt and succeed in a rapidly changing and highly interdependent global economy. Based on the foregoing, as the founding Director of the Consortium, I strongly endorse the proposal of the constituent centers of the University of Florida for funding from the National Resource Centers Program of the U. S. Department of Education. I have no doubt that our mutually beneficial collaboration will enhance our partnership and increase participant training at our member schools. Attached to this letter are demographics and a profile of our consortium. Looking forward to working with you over the next couple of years. Please let me know if you need any additional information. Thank you very much. Sincerely,
Raj Sashti, Director Nine University and College International Studies Consortium of Georgia [email protected] - Tel: 404-550-4805 www.mga.edu
Member Institutions of the Consortium
Middle Georgia State University, Macon
Abraham Baldwin Agricultural College, Tifton
Albany State University, Albany (HBCU)
Clayton State University, Morrow
Columbus State University, Columbus
Dalton State College, Dalton (Hispanic Serving Institution)
Fort Valley State University (HBCU)
Georgia Highlands College, Rom/Cartersville
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Gordon State College, Barnesville
South Georgia State College, Douglas
University of North Georgia, Dahlonega
PR/Award # P015A180146 Page e264 June 14, 2018
United States Department of Education Office of Postsecondary Education International and Foreign Language Education 400 Maryland Avenue, SW, Room 3E200 Washington, DC 20202
To Whom It May Concern:
It is with great pleasure and enthusiasm that I write to supp01t the applications for funding under the Title VI program for the Center for Latin American Studies and Center for European Studies at the University of Florida (UF) as well as for CLASP partners at Stanford University, Ohio State University, University of North Carolina at Chapel Hill, Duke University, and Florida International University. This grant will not only provide resources to advance the internationalization of our academic programs, but will also offer resources to further the professional development of our facultyand expand training opportunities for our students.
The partnership with UF and other CLASP members provides invaluable oppo1tunities to promote diversity and strengthen area-studies capacities and programming at our institutions. We m-e delighted to collaborate in the curriculum and professional development activities proposed by our colleagues, and we look forwardto continue working closely with them over the next four years.
If you need any other information, please do not hesitate to contact me.
Cordially,
Dr. Luis A. Ferrao Interim Chancellor
UNIVERSIDAD DE PUERTO RICO Recinto de Rio Piedras Rectoria
PO Box 23305 San Juan, PR 00931-3305 Tels. 787-763-3930 787-764-0000, Exts. 83000 PR/Award # P015A180146 Fax 787-764-87 99 Page e265 Patrone con lgualdad de Oportunidades en el Empleo M/MN/1
PR/Award # P015A180146 Page e266 Budget Narrative File(s)
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Tracking Number:GRANT12660104 Funding Opportunity Number:ED-GRANTS-052518-001 Received Date:Jun 25, 2018 01:37:01 PM EDT Section C-Budget Narrative Center Latin American Studies University of Florida National Resource Center Proposed Budget Year 1 Year 2 Year 3 Year 4 Priorities Page Ref. August 15, 2018-August 14, 2022 2018-19 2019-20 2020-21 2021-22 A SALARIES Language Instruction 1 Santa Fe Community College Portuguese Instruction, TBD Collaboration with Santa Fe Community College in Gainesville to promote Portuguese language instruction at the beginning level and create a pipeline of students for our Portuguese courses and FLAS Program (see Position Description I, Appendix B) 100% salary for 1 part-time instructor (25% time or .25 fte) to teach Beginning Portuguese I in the fall semester 7,500 7,500 7,500 Abs1, CPP1 3 and Beginning Portuguese 2 in the spring semester at Santa Fe Community College
2 Haitian Creole Instruction, TBD Support for 2 instructors teaching Elementary Haitian Creole courses. Cost shared by UF Languages, Literatures and Cultures Department (See Position Description II and III, Appendix B). 100% salary for Haitian Creole instructor (50% time or .50 fte), TBD 16,000 16,000 16,000 16,000 3 50% salary for Haitian Creole instructor (50% time or .50 fte), TBD 8,000 8,000 8,000 8,000 3
3 Haitian Creole Online Courses Development, B. Hebblethwaite Collaboration with Florida International University (FIU) and Indiana University to develop 2 online Haitian Creole courses (HAI 1130 and HAI 1131) at beginning level, a Haitian Creole textbook, and a corresponding public access website. Cost-shared by UF On-line. Additional salary for Director of Haitian Creole Program in the Y1-Y3 summers, equivalent to 10% of 100% 7,000 7,000 7,000 3 salary
4 VAuLT Portuguese Collaboration, Andrea Ferreira Support for 1 Portuguese instructor to attend the Virtual and Augmented Language Training (VAuLT) workshop, designed for faculty at Title III and V institutions, and working towards the production of module. Additional salary for Portuguese instructor in Y3, equivalent to 2% of 100% salary 1,000 3
Outreach Personnel 5 College of Education Graduate Assistant, TBD Support for graduate assistant to help coordinate programming and assessment of College of Education K-16 activities, including collaborations with MSIs (See Position Description IV, Appendix B). Cost shared by UF College of Education. 47% salary of a graduate assistant (50% time or .50 fte) in the College of Education 7,500 7,500 7,500 7,500 Abs2, CPP2 6
6 UF speakers at Outreach Events, Varies Faculty additional salary when participating in outreach events such as Florida Globally Connected, Nine University/College International Studies Consortium of Georgia, etc. Additional salary for 3-4 UF faculty a year at $250 each 1,000 1,000 1,000 1,000 5-7
PR/Award # P015A180146 Page e268 Library Outreach 7 Library Digitization Personnel Support for scanning and digitization of materials held at LAC Library Collection to facilitate open access to holdings, particularly our Caribbean collection (see Position Descriptions V, Appendix B ) Approx. 750 hours of part-time library OPS personnel salary at $10/hr 7,500 7,500 7,500 7,500 8
Business Outreach 8 LABE Report, B. Gendreau and T. McLendon Support for preparation and publication of the annual Latin American Business Environment Report in collaboration of UF Business and Law School Additional summer salary for 2 LABE Report Collaborators a year at $2500/each 5,000 5,000 5,000 5,000 7
9 SALARIES SUBTOTAL 52,000 59,500 60,500 52,500
B FRINGE BENEFITS 10 Santa Fe Community College Portuguese instructor, TBD, at 5.6% 0 420 420 420 11 Elementary Haitian Creole instructor, TBD, at 11.7% 1,872 1,872 1,872 1,872 12 Elementary Haitian Creole instructor, TBD, at 11.7% 936 936 936 936 13 Haitian Creole Online Courses Development, B. Hebblethwaite, at 27% 1,890 1,890 1,890 0 14 VAuLT Portuguese instructor, A. Ferreira, at 27% 0 0 270 0 15 College of Education Graduate Assistant, TBD, at 11.7% 878 878 878 878 16 UF Speakers Outreach, Varies, at 27% 270 270 270 270 17 Library Digitization Personnel, TBD, at 5.6% 420 420 420 420 18 LABE Report, B. Gendreau and T. McLendon, at 27% 1,350 1,350 1,350 1,350
19 FRINGE BENEFITS SUBTOTAL 7,616 8,036 8,306 6,146
C TRAVEL Foreign Travel 20 Institutional Linkages Support LAS faculty/staff travel to develop new collaborations with LAC partners such as the Biblioteca Nacional de Cuba José Martí, Fundación Antonio Nuñez Jimenez (Cuba), Havana's Hebrew Cultural Center at Beth Shalom Synagoge, Land Grant Universities Colombia Consortium, IDIPR in Paraguay, etc. Travel, lodging, and per diem for up to 5 faculty/staff per year at $1600 each 8,000 8,000 8,000 8,000 2
21 Faculty/Staff Professional Development Support area-studies and language faculty travel to attend professional conference and international research collaborations Travel, lodging, registration fees, and per diem for 4-5 faculty per year at an average of $1500 each 5,457 6,086 5,871 5,726 2-3
22 CLAS Librarian Travel Support to attend conferences, meetings, and book fairs for professional linkages and LAC/DLOC collection development Travel, lodging, registration fees, and per diem for 3 library specialists at $1500 each/ year 4,500 4,500 4,500 4,500 8
PR/Award # P015A180146 Page e269 23 Law and Policy in the Americas Annual Conference Support for the Law and Policy in the Americas Annual Conference organized in collaboration with UF College of Law Travel, lodging, registration fees, and per diem for 1 UF faculty and/or Latin American-based faculty scholars 1,500 1,500 1,500 1,500 Abs1 2
Domestic Travel 24 CLAS Librarian Travel Support to attend US-based conferences, meetings, and book fairs for professional linkages and LAC/DLOC collection development Travel, lodging, registration fees, and per diem for 3-4 trips/year at $750 each 3,000 3,000 3,000 3,000 8
25 Outreach Travel Support for Outreach Director, faculty, and other UF specialists to present on LAC outreach at state, national conferences and minority-serving and community-serving institutions, and to deliver teacher training workshops within FL; locations vary by year. Travel, lodging, registration fees, and per diem to cover 10 trips/year at $750 each 7,500 7,500 7,500 7,500 5-6
26 Faculty/Staff Professional Development Travel Support area-studies and language faculty travel to attend professional conferences, research collaborations, and other meetings that support CLAS goals and objectives Travel, lodging, registration fees, and per diem for 5-6 faculty/staff at $750 each 4,000 4,000 4,000 4,500 2-3
27 TRAVEL SUBTOTAL 33,957 34,586 34,371 34,726
D SUPPLIES 28 Outreach Supplies Support to send traveling suitcases to K-12 teachers, supplies for dissemination of outreach materials, and graphic design costs for events flyers, posters, newsletters, and reports. Cost-shared with other CLAS funds. Advertisement, printing, and graphic design costs for event flyers, posters, newsletters, and reports 5,000 5,000 5,000 5,000 8 Postage and supplies (audiovisual, educational materials) for K-12 traveling suitcases 1,000 1,000 1,000 1,000 8
29 UF-Tulane Outreach Lending Library partnership Support for Outreach Lending Library partnership with Tulane University for K-12 and post-secondary audiences Acquisition of books, online subscriptions, and other educational materials 2,000 2,000 2,000 2,000 6
30 SUPPLIES SUBTOTAL 8,000 8,000 8,000 8,000
PR/Award # P015A180146 Page e270 E OTHER K-12 Teacher Training and Outreach 31 LA through World Children Literature in the Classrooms Integration of children's literature across world regions and global themes in pre-service education literacy courses in Y1 and Y4 UF NRCs Travel, lodging, and per diem for author of children book to visit classroon 1,000 1,000 Abs2, CPP2 5 Purchase of books and educational materials for partner schools 500 500 Abs2, CPP2 5 Travel, lodging, registration fees, and per diem for 1 College of Education faculty member to attend National 1,500 1,500 Abs2, CPP2 5 Literature Conference Professional service fees 500 500 Abs2, CPP2 5
32 K-12 LAC Virtual Guest Visits Support for virtual guest visits to classrooms featuring LAC experts from the U.S. and Latin America Professional service fees for 2 virtual guests 500 500 500 500 Abs2 6
33 Global Teacher Leadership Institute Support for an eight-day interdisciplinary summer teacher institute on Latin American education, social issues, and culture offered in Y2 and Y4. The workshop will be held in Mexico in Y2 and Costa Rica in Y4. Travel, lodging, and per diem for 1 LAC specialist to attend the institute 2,000 2,000 Abs2 6 Travel, lodging, and per diem for 10 teachers to attend the institute at $1,000/each 10,000 10,000 Abs2 6 Program fee for travel arrangements and logistics 1,000 1,000 Abs2 6
34 Florida Globally Connected Collaboration with global non-profits, other UF area-studies centers, College of Education, and Florida school districts to organize an annual one-day Global Education Conference: “Florida Globally Connected" Travel, lodging, and per diem for 1 conference presenter and/or educator participant 750 750 750 750 Abs2, CPP2 5 Professional service fees 250 250 250 250 Abs2, CPP2 5
35 K-12 Curriculum Development Collaboration with UF College of Education to develop a K-12 Latin American Studies Curriculum Guide Professional service fees for 1-2 teachers to collaborate on curriculum guide 1,000 1,000 1,000 1,000 Abs2, CPP2 6
K-16 CLASP Collaborations 36 Americas Award Program Partnering with othe NRCs to support the Consortium for Latin American Studies Program (CLASP) Americas Award Program Travel, lodging, registration fees, and per diem for 1 teacher to attend the ceremony award 1,000 1,000 1,000 1,000 CPP2 5 Program fee to support cost associated with the organization of the ceremony award 500 500 500 500 CPP2 5
PR/Award # P015A180146 Page e271 37 CLASP Outreach Network Collaboration with a network of NRCs to send K-16 educators to summer workshops and presentations at LASA and National Council of Social Studies and to co-sponsor exhibit booths and organize presentations Travel, lodging, registration fees, and per diem for 1-2 educators 1,500 1,500 1,500 1,500 Abs2, CPP1 Program fee to cover costs associated with exhibit booths and presentations 1,000 1,000 1,000 1,000 Abs2, CPP1 5 5 38 Global Studies Conference on NRC, Community College and MSI Collaboration 2-day symposium designed for NRC's Title III and Title V partner faculty and sponsored by NRCs from any world region. This is a professional development and networking forum led by Community College (CC)/MSI faculty for CC/MSI faculty to present, discuss and build strategic plans related to joint NRC/CC/MSI programming. Travel, lodging, registration fees, and per diem for 1 MSI/CC faculty 1,000 1,000 1,000 1,000 CPP1 6
MSI/Community Colleges Outreach Partnerships 39 Brazil Music Institute Support for Brazilian musicians to participate in the Brazilian Music Institute in partnership with Miami Dade Community College and the Miami-Dade County Public Schools. Co-sponsored by UF College of Arts. Professional/performance service fees for 2 musicians at $1,500/each 3,000 3,000 3,000 3,000 CPP1 7
40 Noble Project Initiatives In collaboration with UF Center for African Studies and Center for European Studies, CLAS will provide support for the NOBLE project initiative, which funds workshops and webinars for Florida schools and community colleges educators to integrate foreign language and culture into career and technical education curriculum Travel, lodging, and per diem for 1 conference presenter 1,500 1,500 1,500 1,000 Abs2, CPP1 6 Professional service fees for guest speaker/educator for curriculum development 2,000 2,000 2,000 1,500 Abs2, CPP1 6
41 HBCU and Community Colleges Professional Development Professional development support for FAMU, Bethune Cookman, and Palm Beach State, and other MSIs and Community Colleges faculty to attend our Annual Conference Travel, lodging, registration fees, and per diem for 3-4 faculty at $400 1,600 1,600 1,600 1,600 CPP1 6
42 Nine University/College International Studies Consortium of Georgia In collaboration with UF Center for African Studies and Center for European Studies, the Nine University, and the College International Studies Consortium of Georgia, CLAS will organize a one-day workshop in Y3. Travel, lodging, and per diem for 1-4 guest speakers 1,000 3,000 CPP1 7 Professional service fees for 1-2 guest speakers 300 600 CPP1 7
43 UPR Collaboration Collaboration with the University of Puerto Rico to support area-studies through professional and curriculum development activities in partnership with UF Center for European Studies and CLASP institutions such as FIU, Stanford University, UN-Chapel Hill/Duke, and Ohio State University a)Professional/curriculum development for UPR faculty to do research or attend conferences to enrich their professional development and expand LAC curriculum at UPR Travel, lodging, registration fees, and per diem for 1-2 UPR faculty members 2,000 2,000 2,000 2,000 CPP1 7
PR/Award # P015A180146 Page e272 b) Speakers Series for UPR-based events Travel, lodging, and per diem for 1-2 guest speakers 1,000 1,000 1,000 1,000 CPP1 7 Professional service fees 500 500 500 500 CPP1 7 c) Mini-Course Initiative Creation of 1 mini-course (1-2 credits) a year of area studies/global content (at least 50% LAC) rotating among the Social Sciences, Humanities, and professional schools at UPR Travel, lodging, and per diem for 1 instructor for 2-week period 3,000 3,000 3,000 3,000 CPP1 7 Professional service fees 1,000 1,000 1,000 1,000 CPP1 7
Business, Media, and the General Public 44 Latin American Film Festival In partnership with Gainesville-based Latina Women's League, we will co-sponsor a film festival and related events during Hispanic Heritage Month Advertising and printing costs 2,000 2,000 2,000 2,000 7 Travel, lodging, and per diem for 1 film director and/or guest speaker 1,500 1,500 1,500 1,500 7 Professiona service fees 1,000 1,000 1,000 1,000 7
45 Business Outreach Support for production of the Latin American Business Environment (LABE) Report and Business seminars in partnership with Florida Chambers of Commerce to disseminate information on LAC Business. CLAS will also collaborate with UF NRCs to globalize technology-focused and entrepreneurial businesses through speaker events and workshops in the Gainesville and North Central Florida region. Sample topics include "Developing International Business Partners" and "Global Online Sales." a) LABE Report Printing costs 2,000 2,000 2,000 2,000 Abs1 7 Travel, lodging, registration fees, and per diem for 1 faculty to attend 1-2 Chamber of Commerce workshops 1,500 1,500 1,500 1,500 Abs1 7 b) Technology-focused and Entrepreneurial Businesses Travel, lodging, and per diem for guest speakers 1,000 1,000 1,000 1,000 Abs1 7 Professional development fees 500 500 500 500 Abs1 7
46 Community Cultural Events Support for outreach events in the community at large such as Harn Museum's "The World to Come: Aesthetics in the Anthropocene" in Y1, Bulla Cubana in Y1 and Y3, Sister Cities' collaborations, and other community performances and events. Travel, lodging, and per diem for 1-2 artists/guest speakers 1,000 1,000 1,000 1,000 7 Professional service fees for artists/guest speakers 500 500 500 500 7 Publicity, marketing events, and supplies 2,000 1,000 2,000 1,000 7
47 Museum Nights Support for programming costs for LAC activities at Harn Museum of Art's Museum Nights Program for post- secondary and general public audiences Publicity, marketing events, and supplies 1,000 1,000 1,000 1,000 7
48 Noticias Support for Spanish language segments on LAC issues through UF public radio station Program fee to support 4 news segments a year at $250/each 1,000 1,000 1,000 1,000 Abs1 7
PR/Award # P015A180146 Page e273 Interdisciplinary Research and Training Initiatives 49 Interdisciplinary Working Groups Support faculty interdisciplinary collaborations such as the Latin American Arts and Art History intitiative and the Indigenous Rights Workshops by bridging the humanities and social sciences with the professional schools. Funds will support faculty and guest speakers travel and as well as acquisition and development of educational materials Travel, lodging, and per diem for 2-5 faculty and/or guest speakers at approx. $1,600 each 8,000 4,000 8,000 4,000 Abs1 1 Educational materials and supplies 1,000 1,000 1,000 Abs1 1
50 Afro-Latin American Studies Scholars Network Support for the "International Workshop on Afro-Latin American Studies: Visibility, Collaboration and Advocacy" aimed at strengthening partnerships among UF and Latin American and Caribbean researchers Travel, lodging, and per diem for 2-3 guest speakers in Y1 5,000 Abs1 1
Course Development 51 New Certificate/Specialization Programs Support for development of new online and FLAC courses for LAS undergraduate/graduate programs, new Spanish Language Journalism undergraduate certificate program, and virtual exchanges. Travel, lodging, registration fees, and per diem for 3 faculty and/or guest speakers/external collaborators at 6,000 6,000 6,000 6,000 3-4 $2,000/each Educational materials and supplies 2,000 2,000 2,000 2,000 3-4 Professional service fees for 3-4 guest speakers/external collaborators 2,000 1,500 2,000 1,500 3-4
52 Collaborative International Teaching Network (CITN) Support for LAC virtual exchange collaborations to engage in asynchronous and synchronous project-based activities that examine global issues and problem solving from diverse perspectives. Travel, lodging, and per diem for 1 faculty/guest speaker to attend or lead virtual exchange workshops 2,000 2,000 2,000 Abs1 4
Events/Workshops 53 Annual Conference Support for the CLAS annual conference series, which holds together faculty interdisciplinary and thematic collaborations Y1: "Jews and the Americas" Y2: "Pachamama: Contemplating Diversity and Ancestry in Latin America" Y3: "Ethnographic Horizons of the Americas: Method, Evidence, Aesthetics" Y4: "Exploring Latin American Arts across Time and Space" Venue rental for 2-3 day event, publicity (printing and graphic design) 4,500 4,500 4,500 4,500 Abs1 2 Professional/performance service fees for 5-6 guest speakers at $500 each 3,000 3,000 3,000 3,000 Abs1 2 Travel, lodging, registration fees, and per diem for 9-10 LAC scholars, at $1,500 each, travelling internationally 15,000 13,500 13,500 13,500 Abs1 2 and domestically to participate as key note speakers and/or panel presenters
54 International Education Week Collaboration with UFIC to strengthen LAC studies at UF during International Education Week. We plan to organize a "Brazil Day" in Y1 in partnership with the Brazilian Consulate in Miami. Themes for events in Y2- Y4, TBD. Venue rental fee 1,000 5
PR/Award # P015A180146 Page e274 Travel, lodging, and per diem for 1-2 guest speakers 1,500 750 1,500 750 5 Professional/performance service fees for 1-2 guest speakers 500 500 500 250 5
55 Guest Development Practitioners Support for short-term visits of LA-based development practitioners in MDP, TCD, and other LAC-related programs Travel, lodging, and per diem for 1 practitioner 2,000 2,000 2,000 2,000 Abs1 5 Professional service fees for 1 practitioner to lecture, visit courses, and meet with students over a one-week 750 750 750 750 Abs1 period
56 Latin American Career Workshops
Support to organize a career event workshop to increase the probability that UF graduates will pursue careers in areas of national need. We will organize the workshop in collaboration with the office of Multicultural and Diversity Affairs, Career Resource Center, and professional schools. With the College of Journalism, we will also support the visits of Latin American-based journalists to meet with students and participate in career events. Travel, lodging, and per diem for 2-3 guest speakers at $700-1,000/each 2,000 2,000 2,000 2,000 Abs1 4-5
Evaluation 57 External Evaluator Support for two NRC external evaluators Travel, lodging, and per diem for 2 external evaluators at $1,500/each in Y3 3,000 19 Professional service fees for 2 external evaluators at $1,500/each in Y3 3,000 19
LCTL Initiatives 58 LCTL Training Support for Haitian Creole and Portuguese instructors to attend training workshops in areas such as in- classroom and online instruction, proficiency evaluation, development of educational materials, etc. Travel, lodging, and per diem for 1-2 LCTL instructors 1,000 1,000 1,000 1,000 3
59 Portuguese Language Journal Collaboration with the University of New Mexico, FIU, and AOTP to support the Portuguese Language Journal , the academic publication of the American Organization of Teachers of Portuguese (AOTP) Professional service fees for editor of Portuguese Language Journal at $500/year 500 500 500 500 3
60 VAuLT Summer Pedagogical Design Challenges Support for the VAuLT (Virtual and Augmented Language Training) project, a joint collaboration between a group of Title VI National Resource Centers and the University of Oregon’s Center for Applied Second Language Studies (CASLS) to sponsor two VAuLT Pedagogical Summer Design Challenges for targeted Latin American indigenous languages, Haitian Creole and Portuguese, and create modules in these languages for use by all institutions to introduce and promote the study of those languages. Funds will be used to send a Portuguese instructor in the summer of Y3 to VAuLT workshop and creation of module in Y4.
Program fee to contribute towards meeting costs 500 3 Travel, lodging, registration fees, and per diem for 1 Portuguese instructor 1,595 3 Module production cost 1,500 3
PR/Award # P015A180146 Page e275 Library 61 Library Travel Grants Travel grants for US scholars to travel to LA Library Collection for research and course development. Priority will be given to scholars from community colleges and minority-serving institutions Travel , lodging, and per diem for 10 scholars at $1,000/each 10,000 10,000 10,000 10,000 CCP1 8
Study Abroad 62 Research Tutorial Abroad Programs Seed study-abroad initiatives that increase participation of students from underrepresented disciplines, ethnicities, and disadvanteged socio-economic backgrounds. CLAS is partnering with UF International Center and the Multicultural and Diversity Affairs to increase representation of these students by covering the travel expenses of faculty developing and leading the study-abroad learning experience. Travel, lodging, and per diem for 1-2 faculty 4,000 4,000 4,000 4,000 Abs1 3-4
63 Galapagos Summer Field Course Development of a new field school in the Galapagos (Ecuador) in collaboration with the Universidad de San Francisco de Quito, offering tracks in Archaeology, Public Health, and Sustainable Tourism. Travel, lodging, and per diem for 1-2 faculty 5,000 4
64 Study Abroad Course Development and Seed Grants Funds for study-abroad courses that support collaborations with the professional schools such as the Business in Mexico program developed with UF College of Business (Y1) and/or emphasize interdisciplinary themes Travel, lodging, and per diem for 1-2 faculty members 3,000 3,000 3,000 3,000 Abs1 4
OTHER SUBTOTAL 120,650 112,100 111,045 120,850
TOTAL DIRECT COST 222,223 222,222 222,222 222,222
INDIRECT COST at 8% OF DIRECT COSTS 17,778 17,778 17,778 17,778
TOTAL CENTER SUPPORT REQUESTED 240,000 240,000 240,000 240,000
PR/Award # P015A180146 Page e276 FLAS Budget Center for Latin American Studies University of Florida Foreign Language Area Studies Proposed Budget 2018-2022 Year 1 Year 2 Year 3 Year 4 2018-19 2019-2020 2020-2021 2021-2022 AY FLAS 6 Graduate FLAS Academic Year awards (to be awarded for Brazilian Portuguese and Haitian Creole) 6 institutional payments @ $18,000/ea $108,000 $108,000 $108,000 $108,000 6 subsistence allowances @ $15,000/ea $90,000 $90,000 $90,000 $90,000 Subtotal: Graduate Academic Year Fellowships $198,000 $198,000 $198,000 $198,000 *
2 Undergraduate FLAS Academic Year awards (to be awarded for Intermediate or Advanced Brazilian Portuguese and Haitian Creole) 2 institutional payments @ $10,000/ea $20,000 $20,000 $20,000 $20,000 2 subsistence allowances @ $5,000/ea $10,000 $10,000 $10,000 $10,000 Subtotal: Undergraduate Academic Year Fellowships $30,000 $30,000 $30,000 $30,000 *
SUMMER FLAS 6 Graduate FLAS Summer awards (to be awarded for Brazilian Portuguese, Haitian Creole, and other LTLCs, particularly LAC indigenous languages) 6 institutional payments @ $5,000/ea $30,000 $30,000 $30,000 $30,000 6 subsistence allowances @ $2,500/ea $15,000 $15,000 $15,000 $15,000 Subtotal: Graduate Summer Fellowships $45,000 $45,000 $45,000 $45,000 *
2 Undergraduate FLAS Summer awards (to be awarded for Intermediate or Advanced Brazilian Portuguese, Haitian Creole, and other LCTLs, particularly LAC indigenous languages) 2 institutional payments @ $5,000/ea $10,000 $10,000 $10,000 $10,000 2 subsistence allowances @ $2,500/ea $5,000 $5,000 $5,000 $5,000 Subtotal: Undergraduate Summer Fellowships $15,000 $15,000 $15,000 $15,000 *
TOTAL FLAS FUNDING REQUESTED $288,000 $288,000 $288,000 $288,000
* Addresses FLAS Competitive Preference Priority I and II (Narr., pp. 47-49)
PR/Award # P015A180146 Page e277